Course Catalog

2014–2015

personal n practical n prepared Table of Contents

3 College Calendar 4 President’s Message 5 Mission Statement 6 History of Mitchell College 7 Admission to Mitchell College 11 Financial Aid at Mitchell College 19 Tuition & Fees 24 Student Affairs 28 Athletics 29 General Information 33 Campus Information 35 Directions to Mitchell College 36 Academic Information and Standards 39 Definition of Terms 41 Adult and Returning Students 42 Academic Policies and Procedures 53 Requirements for a Mitchell College Degree 56 Academic Support Services 59 Library and Information Services 61 First-Year Experience 63 Programs and Degree Offerings 112 Course Descriptions 171 Board of Trustees 172 Faculty & Staff Directory 180 Index 182 Accreditation Statement

This Course Catalog attempts to present information as accurately and completely as possible.

Mitchell College reserves the right to change any of the provisions, statements, policies, curricula, procedures and regulations found in this Course Catalog.

2 College Calendar 2014–2015

Fall 2014 Semester Winter 2015 Semester August January 29 New Students Move-In/Check-In 5–17 Winter Session - MiniMester Orientation Welcome 19 Martin Luther King Jr. Day - No Classes, 31 Returning Students Move-In/Check-In College Offices Closed

September 1 Labor Day - No Classes, College Offices Spring 2015 Semester Closed 2 First Day of Classes, Add/Drop Begins January 9 Add/Drop Ends 21 All Students Move In/Check In 10 Founder’s Day 22 First Day of Classes - Add/Drop Begins 7 1 Constitution Day 29 Add/Drop Ends 29 Early Academic Reports Due to Registrar February 16 Early Academic Reports Due to Registrar

October 16 Presidents’ Day - No Classes, College 13 Columbus Day - No Classes Offices Closed 13 Admissions Fall Open House March 6 Last Day of Classes Before Spring Break 20 Mid-term Grades Due to Registrar 7–15 Spring Break Week - No Classes

9 Mid-term Grades Due to Registrar

28 President’s Reception for Accepted November Students 2 Admissions Fall Open House April 10 Pre-Registration Begins 6 Pre-Registration Begins 11 Commemorative Academic & Campus 10 Last Day to Withdraw from a Class Program 15 Admissions Academic Open House 14 Last Day to Withdraw from a Class 17 Pre-Registration Ends 21 Pre-Registration Ends 25 President’s Reception for Accepted 21 Last Day of Classes Before Thanksgiving Students Break - Residence Halls Close 29 Academic & Student Affairs Awards 2 2 Thanksgiving Break Begins - No Classes Ceremony, 1:00 p.m. May December 3 Admissions Spring Open House 1 Classes Resume 5 Last Day of Classes Before Finals 12 Last Day of Classes Before Finals 6–12 Final Examination Period 13-19 Final Examination Period 13 Graduates’ Grades Due to Registrar 22 Grades Due to Registrar 16 71st Commencement, 10:00 a.m.

3 The President’s Message

A warm welcome to the 2014-2015 academic year at Mitchell College! We look forward to helping you chart your course of study for the year ahead.

We think of the Mitchell College Course Catalog 2014–15 as part of an active “Academic GPS System” to plan your academic journey. This tool is a virtual road map, with signposts — such as First-Year Experience (FYE) and Ability Based Education (ABE) — that give clear direction to the Mitchell experience. Like a road map, there are many pathways to reach your destination, and this course catalog will help you envision the many ways to reach your goals.

Yet just as a GPS device checks in frequently to determine progress along the path and recalibrate as necessary, at Mitchell College, we continually listen to the particular needs, styles, and abilities of each of our students, and help them make adjustments along the way. Mitchell faculty members are not only masters of the content outlined in each course description, they are also committed to guiding and teaching students in the way that suits them best. In essence: “How do you learn? That’s how we teach.”

In my first year as president, I am starting this journey with you. Whether you join me as a student new to Mitchell, as a sophomore driving toward a major, as a junior rallying ahead in your area of study, or as a senior looking at the final leg, the academic year ahead will transport us all in ways that are hard to fully imagine.

In the words of leadership guru Peter F. Drucker, “The best way to predict the future is to create it.” I look forward to charting these paths with you in 2014–15 and beyond.

Warm regards,

Janet L. Steinmayer, J.D. President

4 Mission Statement & Core Values

Mitchell College is a national leader in learning engagement within a student-centered community that maximizes each student’s ability to succeed.

Approved by the Board of Trustees on May 11, 2012.

Vision 2020

Mitchell College will continue to grow as a national leader in providing extraordinary academic and student support through strong individual and personal connections. Mitchell College will expand its capacity to deliver innovative and engaging academic and co-curricular programs to traditional and non-traditional students who aspire to a better future.

Core Values

Mitchell College Core Values provide the foundation for a transformational learning experience.

Individuality Mitchell College believes the unique contribution of each member of our community creates a path to growth and accomplishment.

Inclusion Mitchell College fully embraces and supports diversity of thought, culture, ideas, experiences and talents.

Involvement Mitchell College believes that contributing to academic and student life, and to the community at large, develops life-long abilities and inspires all of us to improve our evolving world.

Innovation Mitchell College commits to positive change, using bold and creative strategies to connect our students to the world.

Integrity Mitchell College values a learning-centered tradition emphasizing fairness, honesty, principle and character.

These values are the foundation of all we do; guiding our decisions and actions now and in the future.

5 History of Mitchell College

On September 14, 1938, a group of New Dr. Joseph V. Medeiros, a member of the London, Connecticut citizens founded New English Department for many years and former London Junior College as a private, nonprofit, superintendent of schools in New London succeeded coeducational, two-year college in their community. him on an interim basis. In September, 1990, Dr. David A. Sandell, former academic dean at the The trustees elected Dr. Richard P. Saunders, who had U.S. Coast Guard Academy and Research Project been instrumental in the founding of the college, as Analyst at Pfizer Inc., was appointed to succeed its first president. The College opened its doors to the Dr. Medeiros. Dr. Sandell served until 1994. first freshman class on Sept. 18, 1939. There followed three and a half years of development and successful Dr. Mary Ellen Jukoski joined Mitchell College as operation. During the fall term of 1942-43, nearly Dean of the College in 1990 and served as acting all of our male students entered the armed services, president in 1994. She was appointed president in and the United States Army and Coast Guard 1995 and served until June of 2014. Dr. Jukoski’s made urgent demands for the use of our facilities. tenure saw the College transition to a four-year After a study of the problem, we elected to disband baccalaureate program and confer its first bachelor day classes and convert our facilities to war uses. degrees in May of 2000. The college also launched Thames Academy, a post-secondary certificate Ernest Nibbs was elected acting president to succeed program, and joined the NCAA Division III. President Saunders in December of 1943 and served until March of 1945. Anita L. Simpson, former After an extensive national search, Dr. Janet L. dean of the College, served as acting president Steinmayer was selected to serve as Mitchell College’s from March, 1945, to February, 1946, when Dr. seventh president on July 1, 2014. Dr. Steinmayer Tyrus Hillway became president. A special summer has a unique background in higher education and session for veterans began in June, 1946, and business and will build on Mitchell’s recognized regular classes resumed in September of that year. leadership in providing academic, personal, and career success to students with diverse talents and In 1950 the name Mitchell College was officially learning styles. adopted by the trustees to honor the descendants of the Alfred Mitchell family, principal Today, Mitchell College is a thriving institution of benefactors of the College since its founding. higher education that grants both associate and baccalaureate degrees to students from the greater Dr. Robert C. Weller began his administration in New London community, as well as from across the June of 1951, bringing to the campus a background nation and around the world. of educational and industrial experience.

The high quality of Mitchell’s academic program was recognized in 1956 when we were awarded membership in the New England Association of Schools and Colleges. Upon his retirement on July 31, 1987, Dr. Weller was succeeded until January, 1990 by Dr. Bruce R. Swinburne, former vice-president for student affairs at Southern Illinois University at Carbondale.

6 Admission to Mitchell College

Admission Policy 2. Forward an official record of work completed Our admissions requirements are designed to help at the secondary school attended (and all post- the College select those students best able to benefit secondary institutions attended) to the Mitchell from the educational experiences at Mitchell College. College Admissions Office. They must include Our basic admissions requirement is that students a certified translation for all documents in have graduated from high school or its equivalent. languages other than English. In all cases, we consider academic performance and potential and recommendations. Submission of SAT 3. Submit evidence that English proficiency and/or ACT scores is optional. International students is adequate to undertake a full academic program whose native language is not English are required to at the College. submit the results of the Test of English as a Foreign Language (TOEFL). 4. If a student’s native language is not English, s/he must: The Admission Review Committee also gives recognition to students with different talents, a. Submit the official score report from the Test of contrasting backgrounds and geographical origins. English as a Foreign Language (TOEFL). Students We admit students without regard to race, color, must obtain a score of at least 500 on the written gender, disability, age, sexual orientation, and test or a score of 71 IBT on the computer test to national and ethnic origin. be considered for admission.

Admission to the College b. As an alternative to taking the TOEFL, international Students may apply to Mitchell College as either a students residing in the United States may show freshman or transfer student. Students who have evidence of having successfully completed an an earned Associate Degree from Mitchell College official English Language School (ELS) Language or another regionally accredited university with Center program. The ELS Language Center must a minimum of 58 transfer credits will be granted forward an official score report to the Mitchell junior status. However, certain prerequisite courses College Admissions Office; may be necessary to satisfy degree requirements. OR c. They may substitute the Scholastic Aptitude Test Admission of International Students on F-1 VISA (SAT) as an alternative to the TOEFL exam. The The College welcomes applications from official score report must be forwarded from the international students and strongly urges them to College Entrance Examination Board directly to complete the application process well in advance of the Mitchell College Admissions Office. the projected date of enrollment. Early application is necessary because of the substantial amount of d. Another alternative to taking the TOEFL is time required to file for nonimmigrant (F-1) student the Advanced Placement International English status and to make appropriate travel arrangements. Language Exam (APIEL). An official APIEL score report must be sent from the College Board Secondary school graduates and students who directly to the Admissions Office. Students must have attended post-secondary institutions in other receive a score of 3 or higher to be considered for countries and are applying for an F-1 Visa are subject admission. to the following procedures: 5. Submit to Mitchell College at least one letter of 1. Send a completed application for admission and recommendation from a school official at the a nonrefundable $30 (US) application fee to the institution last attended. Mitchell College Admissions Office. 7 6. In addition to the above requirements, the Early Action Admissions Office must be provided with a Freshman applicants who are certain that Mitchell Declaration of Finance or bank statement proving College is their first choice college and who have financial responsibility. A copy of financial decided that they will attend Mitchell College if documentation provided to the U.S. Immigration admitted are encouraged to apply as early action Service will suffice. candidates. Students applying under this option will be notified of the admissions decision prior to other Photographs of any of the required documents are applicants and pay a $300.00 (US) tuition deposit unacceptable. An I-20 Form will be issued only within two weeks of notification. The Early Action after the student meets all of the above admission deadline is November 15th. requirements, sends the College verification of financial responsibility, and is actually admitted. Admission Procedures To apply to Mitchell College as a degree candidate, Mitchell College offers limited merit-based financial students must follow these steps: assistance to international students who have been admitted with an F-1 Visa. Newly admitted students 1. Students may apply for admission from the holding visas other than an F-1 should consult College’s website: www.mitchell.edu. Applicants directly with our Financial Aid Office concerning who apply on-line do not have to pay the $30 (US) the availability of need based financial aid. application fee.

Admission to the Spring Semester Or by mail: File an application for admission Each year the College enrolls students in January who and a $30 (US) application fee. The begin classes in the spring semester (late January). If nonrefundable application fee is required of all enrolling in January, students may complete degree new applicants and is payable when applying requirements at midyear two or four years later, or for admission. Mail the application and may accelerate this schedule by attending winter or fee to: summer sessions. Office of Admission Admissions Decisions Mitchell College The College acts upon applications based on a plan 437 Pequot Avenue of rolling admissions, which means that we reach New London CT 06320 most decisions promptly following the submission of the application and all records. Because new students 2. Ask the high school guidance office to forward may enter the College in September or January, official high school record and letter(s) of students may file an application at any time during recommendation. If students have attended the year. college or other post-secondary programs, they must submit an official transcript from those If students apply for admission, they will be notified institutions or programs. of their status by means of a letter. The letter will define the nature of their acceptance and indicate 3. Submission of SAT and ACT scores is optional. when they must reply in the form of an advance deposit. A reply signifying an intention to enroll 4. If applying for financial aid, students must as a full-time student takes the form of an advance complete the Free Application for Federal Student deposit of $300.00. The deposit is refundable Aid (FAFSA). The FAFSA may be completed until May 1 for the fall semester (beginning in on-line at www.fafsa.ed.gov. The Mitchell College September), or until January 4th for the spring school code is 001393. Financial aid is available for semester (beginning in mid January). Any deposits the fall and spring semesters; there is no financial received for these semesters become nonrefundable aid for the winter and summer semesters. after these dates.

8 Campus Visits registered for six or more credits per semester. No It is strongly recommended that students visit financial aid is awarded for the winter and summer Mitchell’s beautiful campus before making a semesters. commitment to enroll. They are welcome to visit before or after filing an application. The Admissions Appealing an Admissions Decision Office is open to visitors on weekdays from 9 a.m. to Appeals of admission decisions are reviewed on 5 p.m. and on select Saturday mornings, as well as a case-by-case basis. Students seeking an appeal during numerous Open Houses throughout the year. should submit their request, in writing, to the Vice Please arrange an appointment by calling 1-800-443- President for Enrollment Management. The decision 2811 or by visiting www.mitchell.edu. to act on an appeal is solely the Vice President’s decision. Life Experience See section on Adult and Returning Students, page Credit by Examination 41. Credit by Examination allows students who have already studied the subject matter of a course Advanced Placement (AP) Credit offered by Mitchell to earn credit by passing an Mitchell College participates in the Advanced examination which covers the course material. The Placement Program (AP) administered by the College accepts credit by examination following the College Entrance Examination Board (CEEB). If guidelines of the American Council on Education students have taken college-level courses while in College Credit Recommendation Service. Examples high school, they may participate. With official are the College Board’s College-Level Examination notification, the College will grant credit for AP Program (CLEP) and the Defense Activity for Non- exam grades of three or higher in any academic Traditional Support (DANTES). Each test result is discipline offered by the College. evaluated for credit by the Registrar’s Office.

Admission to Part-Time Study Credit for Military Training Students are considered part-time if they take fewer Mitchell College uses the Guide to the Evaluation than 12 credits in any given semester. They may of Education Experiences in the Armed Forces, an enroll as part-time students during the fall, winter, American Council of Education publication, to spring or summer semester. The desire to learn and evaluate military credits. Students should consult the ability to profit from college courses are the basic the Registrar’s Office. criteria for initial enrollment. Academic Advisors are on hand to help students select appropriate courses. Admission to the Bentsen Learning Center (BLC) The Bentsen Learning Center (BLC) at Mitchell Students may register for courses as a part-time College is a fee-based academic support program student through the College Registrar at appropriate designed for students with specific learning times, usually six weeks before a semester begins. disabilities and/or ADD, ADHD. The primary Summer Session students are also considered part- goal of the Bentsen Learning Center is to promote time. Part-time students must apply for admission the effective and independent use of strategies as a Mitchell College degree candidate before they that will assist students with learning and career complete 15 credits or if they wish to apply for readiness. Admission to the Bentsen Learning veteran’s benefits. If they wish to apply credits earned Center is separate and distinct from the application at other colleges toward a Mitchell degree, they process to Mitchell College. Once a student has been should make an appointment with the Admissions accepted to Mitchell College, the staff at the Bentsen Office and apply as a degree candidate before Learning Center will review application materials enrolling at Mitchell. and determine a student’s eligibility for the program. Students will be contacted by the Bentsen Learning Financial aid may be available to part-time students Center to inform them of the Center’s decision. for the fall and spring semesters if they have made Acceptance to Mitchell College does not guarantee application through the Admissions Office and have acceptance into the program. 9 Students who want to be considered for the Bentsen Learning Center should forward the information listed below to the Center: • Results of a complete psychoeducational evaluation including cognitive and achievement testing • Current 504 or IEP (optional) • Completion of the Bentsen Learning Center Application • Unedited writing sample

It is the student’s choice to submit this information which will be used solely to determine the appropriateness of the student for the program and the ability of the program to meet the student’s needs. All information will be kept confidential.

10 Financial Aid at Mitchell College

Regardless of which college students choose, higher the parental responsibility for financial support. Nor education requires a major investment of time, is it possible for Mitchell to aid students who declare energy and funds. Many families are understandably themselves independent when the income and assets concerned about how to meet educational costs. of their family indicate an ability to contribute. This section is a guide to the policies and practices of the Office of Financial Aid Services at Mitchell In the case of divorced parents, the income of College. It is designed to help students understand the student’s custodial parent (or in cases of joint the complexities of financing their education and for custody, the parent with whom the student spends use as a reference should they experience financial the majority of time) will be taken into consideration problems in the future. when determining the student’s financial need. If the custodial parent has remarried, federal law Because it is never possible to cover every situation requires that the present spouse’s information also that a student and the student’s family may be reported on the FAFSA. encounter, we want to encourage students to present problems specific to their situation to a Financial Deadlines Aid Officer in person, by telephone or by e-mail. For planning purposes, it is important that all Our goal is to help them solve financial problems at application materials are completed in as much Mitchell so that they will be free to concentrate on detail as possible and submitted on time. We ask that academic pursuits. There are few financial situations students please pay careful attention to the deadlines we haven’t encountered before, so do not hesitate to and follow instructions. If students and their family ask us for advice. fail to submit the required materials on time, they risk losing an award. Application Guidelines Financial aid comes in many different forms, from How To Apply free funds (in the form of grants and scholarships) All students desiring need based financial aid must to low-interest loans and work study programs. complete the FAFSA either on-line or in paper Remember to apply every year. Financial aid is format. The FAFSA must be submitted to the Federal renewable every year, provided students remain Processor after January 1 and before April 1 to in satisfactory academic standing and continue to have priority financial aid consideration at Mitchell demonstrate financial need. The amount and kind College. of aid received is reviewed each year so that any changes in the family financial situation, as well Be sure to include Mitchell College on the FAFSA. as any changes in Mitchell’s fees, can be taken into Our Title IV Code is 001393. account. All things remaining similar, the freshman aid award usually provides a rough indication of the Students selected for verification must send federal tax level and kind of aid students may expect to receive transcripts, W-2 forms (for both parents and students), in subsequent years. and a completed Federal Verification Worksheet as well as any other requested information. Parental Contribution Mitchell assumes that students’ families will continue If students send their FAFSA to the Federal Processor, to support them during their undergraduate years they will receive verification from the Department according to their ability to pay as determined by the of Education that they have received their FAFSA. Free Application for Federal Student Aid (FAFSA) Mitchell College will receive an Institutional Student analysis and Mitchell’s institutional standards. If Information Report (ISIR), which includes the parents stop supporting them for reasons other than Expected Family Contribution (EFC). Once the file ability to pay, it is not possible for Mitchell to accept is complete, student need will be calculated and s/ 11 he will receive an award letter. The award letter will Mitchell Merit Scholarships - Mitchell College offers show award amounts being offered. S/he must sign merit scholarships. The College establishes the renewal and return the award letter and the accompanying criteria. paperwork to finalize the award. The Mitchell Valued Potential (MVP) Scholarship Priority Date - This scholarship is awarded to students who All financial aid applications should be completed demonstrate community involvement. There is a select by April 1. Applications completed on or before number of MVP scholarships available to new and the priority date will receive first consideration for returning students. financial aid awards. However, applications will be processed as long as funds remain available. New MVP Students - All applicants selected by May 1st will be considered for this scholarship. The award The Financial Aid Package is based on the information contained in the student’s Packaging is the term which describes the way application. This is a $1,000 per year scholarship. It an institution like Mitchell combines funds from is the responsibility of each student to contact the various sources to meet financial need. Such Director of Student Activities at 860-701-5052 with combinations are necessary because it is generally questions or visit www.mitchell.edu. This scholarship impossible to meet everyone’s need from a single is automatically renewed if the student met the financial aid source. First, Mitchell determines the program requirements. expected family contribution and subtracts that contribution from the student budget to determine The Trustees Award - A financial aid award given to financial need. This need is met with an award, recognize highest academic distinction. which may include a combination of loan, work study job, grant or scholarship. The Dean of Academics Award - A financial aid award given to recognize academic distinction and GRANTS AND SCHOLARSHIPS promise.

Grants and scholarships are known as gift aid. They The Alfred Mitchell Award - Given in recognition do not have to be paid back. of the chief benefactor of Mitchell College, Alfred Mitchell, whose generous gift of land led to the Federal Pell Grant - The eligibility/amount of this founding of Mitchell College. federal program is determined by a federal formula. In 2014–2015, the awards range from $573 to $5,730. The Nathan Hale Award - Given in recognition of Nathan Hale, a New London educator of promise Federal Supplemental Educational Opportunity who gave his life as an American patriot during the Grant (FSEOG) - This funding assists the neediest Revolutionary War. students as determined from the student’s FAFSA results. These funds will be awarded to Pell eligible Phi Beta Kappa Scholarship - Given to members of students first. this honor society.

Mitchell Grants - The Mitchell Grant is offered to Presidential Baccalaureate Grant - Given to eligible students based on their financial need and transfer students with a GPA between 3.0 and 3.49. availability of funds. Transfer Scholarship - Given to transfer students The Sibling Scholarship - The Mitchell College with a GPA between 2.5 and 2.99. Sibling Scholarship is awarded to students enrolled full-time at Mitchell College who also have siblings Transfer Grant - Given to transfer students with a enrolled full-time at Mitchell College during GPA of between 2.2 and 2.49. - Given in recognition the same enrollment period. The value of the scholarship is $1000 peryear, per sibling. 12 SCHOLARSHIPS AND AWARDS teacher, critically acclaimed author and dedicated researcher. This award is given to students who as a Michael T. Jenkins II ’96 MVP Scholarship - This result of their educational background and research scholarship is awarded annually to a sophomore productivity are deemed likely to make significant student who raised his or her grade point average the contributions to the behavioral sciences. most from the fall semester to the spring semester of his or her freshman year and demonstrated financial Business Administration need. First preference will be given to MVP students. The award is named for Michael T. Jenkins II who The Harvey Mallove Scholarship - Established in was cited for this achievement after raising his GPA memory of Harvey Mallove, former trustee and mayor to a 3.2. Michael died tragically on June 1, 1995 from of New London. Given annually to an academically injuries sustained in an automobile accident. It is superior, continuing student distinguished in the through the generosity of Michael’s family and friends study of business administration. that his memory is perpetuated through the awarding of this scholarship. The Carmin Cimino Small Business Studies Scholarship - Established in 2004 by the Business Behavioral Sciences Club, under the direction of professor and club advisor Carmin Cimino. Carmin was the driving The David W. H. Harvey Scholarship - force behind the Business Club and Business Established in honor of David W. H. Harvey, former Program for over 25 years. This scholarship is given Dean of the College, this award is given to a returning to a returning four-year student in the Business student demonstrating academic achievement and Administration program who has demonstrated excellence in the behavioral sciences. The recipient academic achievement and a commitment to college is selected on the basis of merit and future potential and community service. within the program. The Business Administration Award - Established by The Human Development and Family the College, this award is given to the graduating full- Studies Merit Award - This award is presented to time and part-time students in the business program, students whose scholastic achievements and field who have attained the highest grade point average in work accomplishments stand out in the department. the department. Recipients also demonstrate an appreciation, understanding, and commitment to life span The Thomas E. Piacenti ‘59 Scholarship - Established development within diverse sociocultural contexts in 2000 by Marietta Piacenti, the widow of Thomas E. that could lead to later research with the potential for Piacenti ‘59, in his memory. Mr. Piacenti was active solving important human development and families in New London in real estate, insurance and politics studies issues and concerns. and as director of the New London Sewer Authority, where he was instrumental in building the regional The Behavioral Science Service Award - This award water pollution control facility. The scholarship is presented to a student who in the judgment of the provides financial aid for students. First preference department has demonstrated exemplary dedication for the award is for majors in business and related and service to the discipline. Recipients of this award areas. are recognized for their hard work and commitment to the Behavioral Sciences Department, with a particular Communication Arts and Humanities emphasis on depth of effort and variety of service. The Eugene O’Neill Award in Creative Writing - The Donald B. Helms Merit Award in Psychology Established by the College, this award is presented to - Established in 2004 by the Behavioral Sciences the student who produces outstanding literary work Department, this award is in honor of Donald B. during the academic year. outstanding literary work Helms, a Mitchell College faculty member who during the academic year. distinguished himself for over 30 years as a master 13 The Merit Award for Graphic Design - Established The Early Childhood Education Perseverance Award - by the College, this award is presented to a student Established by the College, this award is given annually judged to be outstanding in graphic design. to the student demonstrating perseverance and academic excellence in their aspiration to meet the standards for The Merit Award for Studio Art Design - the professional role as early childhood educator. Established by the College, this award is presented annually to the student judged to be outstanding Hospitality and Tourism in studio art. The Hospitality and Tourism Award of Excellence The José Melis Scholarship - This scholarship honors - This award is presented to the student who in the name of the distinguished pianist and entertainer, the judgment of the department has demonstrated José Melis, whose two children attended the College. exemplary service to the Hospitality and Tourism It recognizes exceptional academic achievement industry and dedication to the study of Hospitality especially in a foreign language. and Tourism at Mitchell College.

The George A. Mugge Scholarship - Established in The Hospitality and Tourism Award - This 1985 in memory of George A. Mugge, former chair award is presented to a senior(s) who has (have) of the History and Government Department. The shown exemplary improvement in academic and/ scholarship is given annually to an academically or the hospitality industry, as well as dedication to superior, returning student distinguished in the study community involvement. of history or political science. Law & Justice Policy Studies The George A. Mugge Award in History & Government - Established in memory of George A. The Criminal Justice Award - Established in 2003 by Mugge, former chair of the History and Government the College, this award is given annually to the student Department. The award is given for academic outstanding in the discipline. excellence in history and government. The Homeland Security Award - Established by the The John K. Balentine, Sr. Award for English - College, this award is given annually to the student Established in 1972 by Mr. and Mrs. Myron H. Hendel, outstanding in the discipline. former trustees, in memory of John K. Balentine, Sr., a former professor of Latin who joined the Mitchell staff Science, Technology, Environmental Studies in 1950 as Director of the Evening Division. He also and Mathematics taught English as a member of the associate faculty before being named Associate Director of Admissions The Solomons Scholarship - Established in in 1966. The award is presented to a continuing student 1986 by Marie Solomons in memory of Dr. I.A. who clearly demonstrates excellence in literary studies. Solomons III, the developer of penicillin, Director of Chemotherapeutic Research at Pfizer and a The Merit Award in English - Established by the former trustee. The scholarship is given annually College, this award is presented to the student(s) to an academically superior, continuing student judged to be outstanding in effort, improvement, and distinguished in the study of life science. achievement in freshman English courses. The Science Award - Established by the College, this Education award is given annually to the graduating student who has maintained the highest academic standing in the The Early Childhood Education Award - science program. Established by the College, this award is given annually to the student demonstrating academic The Special Distinction Science Award - A special achievement and excellence in Early Childhood award presented to the student showing the most Education. improvement in the science program. 14 The Chemistry Achievement Award - Established by Top Male Scholar Athlete - This award goes to the the College, this award is presented to a student who sophomore, junior or senior male athlete who has has shown outstanding accomplishment in the study completed two seasons of competition with the highest of chemistry. cumulative GPA through December of the academic year. The Dr. Ephraim P. Rivard Award for Excellence in Mathematics - This award, named for the former head Office of the President and Dean of the College of the Mathematics Department, is presented to the student who attained the highest average in selected The Eugene “Jack” Ferryman Award - Established by mathematics courses. friends and family of Jack Ferryman ‘74, late beloved husband of Margaret Ferryman ‘91 and an exemplar Sport & Fitness Management of “above and beyond” citizenship. This award is for a student who has demonstrated a degree of citizenship The Sport Management Program Award - Established and service to the College community above and in 2002 by the College, the award is presented for beyond that anticipated by peers and mentors. outstanding academic achievement in the study of sport management. The Ted and Barbara Hargrove Service Award - Established to honor Ted Hargrove, former public The Physical Education, Recreation and relations director of Mitchell College, and his late Fitness Award - Established by the College, this wife Barbara, his official assistant and the unofficial award is given annually to the student judged to be hostess of many college social functions. This award outstanding in the discipline. recognizes meritorious service as their dedication exemplified during their long association with the The Michael C. DiZenzo ‘14 Achievement Award - College. This award in memory of Michael C. DiZenzo ‘14 is given to a full-time upper class student enrolled in The Richard W. Lawrence Memorial Award- the Sport & Fitness Management Program who has Established in 1965 by Mrs. Anita Simpson, former demonstrated outstanding academic achievement dean and acting president of the College, in memory of as well as significant involvement in extracurricular Richard W. Lawrence, a New York civic leader. Given activities and engaged in a meaningful way in annually to a graduate who, in the opinion of the community efforts at the College. faculty, has done most to uphold and practice those ideals of good citizenship in a democratic society to Scholar Athlete which Mr. Lawrence devoted a life of patriotic and unselfish service. Top First-Year Female Scholar Athlete - This award goes to the first-year female athlete who has the highest The Darlene A. Mattis Shah ’81 Memorial cumulative GPA through December of the academic Scholarship - The scholarship was established by year. Attorney Sarette Briggs Williams ’80, in memory of her roommate Darlene Mattis Shah. The fund is Top First-Year Male Scholar Athlete - This award now maintained by Attorney Williams together with goes to the first-year male athlete who has the highest members of Darlene Mattis Shah’s family and honors a cumulative GPA through December of the academic continuing student who has confronted personal crisis year. or adverse circumstances with bravery, dignity, and optimism while working toward his or her educational Top Female Scholar Athlete - This award goes to goals. the sophomore, junior or senior female athlete who has completed two seasons of competition with the The Marchelle Hall Owens Award for Social Service highest cumulative GPA through December of the - This award was established by Marchelle Owens to academic year. demonstrate her appreciation for help she received from Mrs. Doris Levinson, a member of the Mitchell 15 College faculty, while she was a student. A monetary Honor Societies gift is given to the graduating senior and credit identified for textbooks is given to the continuing Alpha Chi is a coeducational, national college honor student who best exemplify the ideals of social scholarship society with the purpose of promoting service through participation in the activities of social academic excellence and exemplary character agencies. among college and university students and honoring those who achieve such distinction. Its name derives The Nathan Hale Award - In 1776, a young New from the Greek words meaning truth and character. London schoolmaster gave his life for his country. By Alpha Chi admits to membership students from all both word and deed, he created a superior model for academic disciplines and may invite to membership American men and women to follow in combining no more than the top 10 percent of the junior and the academic tradition with good citizenship. The senior classes. Nathan Hale Award is given to the student who, in the opinion of the President of the College, has most Alpha Phi Sigma is the only national criminal justice closely followed this example of service to country, honor society for criminal justice majors. The society community and college. recognizes academic excellence of undergraduate and graduate students of criminal justice as well as The Board of Trustees Award for Academic juris doctorate. Achievement - awarded to the bachelor degree recipients with the two highest GPAs who have Chi Alpha Sigma honors those student-athletes who completed at least 90 credits at Mitchell College. have earned varsity letters while maintaining a 3.4 or better GPA throughout their junior and senior years. The Faculty Award for Academic Achievement - The honor society also fosters good citizenship, awarded to the associate degree recipients with the two moral character, and friendship among academic highest GPAs who have completed at least 45 credits achievers in college athletics. at Mitchell College. Delta Alpha Pi International Honor Society was Athletic Awards founded in 2004 at East Stroudsburg University of Pennsylvania and is open to undergraduate students Alumni Excellence Award - The Alumni Association with disabilities who have completed a minimum gives an award to a male and female graduate, of 24 credits and achieved a cumulative grade point recommended by the Department of Athletics, who average of 3.10 (on a 4.00 scale). Membership in Delta have achieved the highest degree of competence in Alpha Pi presents students with an opportunity sports while also attaining outstanding academic to change the negative stereotype of disability by records. developing their skills in leadership, advocacy and education. The Greek letters stand for Disability, Wilbur S. Baratz Award - The Wilbur S. Baratz Achievement and Pride Award, established in memory of Mr. Baratz, an avid tennis player, by his widow, is given to the male and Phi Theta Kappa is an international honor female considered the best all-around athletes in the society for students pursuing an associate degree. varsity sports program. Established in 1918 to recognize and encourage scholarship, Phi Theta Kappa provides opportunity Coaches’ Trophy - This trophy is awarded to the for the development of leadership and service, for an person who contributes most to varsity athletics, intellectual climate for exchange of ideas and ideals, whether or not he or she is an outstanding athlete. for lively fellowship for scholars, and for stimulation of interest in continuing academic excellence. The Michael T. Jenkins Memorial Award - This award is presented to the member of the Mitchell Phi Epsilon Kappa honor society is a national College baseball team who, through determination, professional society for persons engaged in or has overcome life’s adversities. pursuing careers in health, physical education, 16 recreation, or sport management. Phi Epsilon the student’s account unless arrangements are made Kappa’s three approaches for attaining our ideal are with the Bursar’s Office. Students offered work study physical, education, and knowledge. The foundation must meet with the work study coordinator during of our honor society is based upon the three pillars the first two weeks of school in order to secure a of peace, friendship, and brotherly love. position.

Psi Chi is the national honor society in psychology LOANS founded in 1929 for the purposes of encouraging, Since grant funds are limited, most students are stimulating, and maintaining excellence in awarded loans to help with their educational scholarship and advancing the science of psychology. expenses. The following is a description of the Membership is open to graduate and undergraduate loan programs that are currently available to assist men and women who are making the study of Mitchell College students: psychology one of their major interests and who meet the minimum qualifications. Federal Direct Stafford Loan subsidized The Stafford Loan is a low-interest, federally Sigma Alpha Pi is a chapter of the National subsidized loan available to students who Society of Leadership and Success. The society is a demonstrate financial need. The maximum loan community of leaders and a worldwide training amount is $3,500 for a first-year student; $4,500 for organization dedicated to creating lasting, positive students with 28 credits; and $5,500 for juniors and change through achievement and leadership seniors. The interest rate is currently at a fixed rate education. Invitation to the Society is based upon of 3.86%. As long as students attend college at least achieving a minimum academic GPA and or on the halftime, they will not accumulate interest on this recommendation of two Mitchell College faculty. loan or have to pay it back. They must begin repaying the loan six months after leaving school or dropping Community Scholarships below halftime. There is a fee associated with this loan. These charges will be subtracted from the total The Community Foundation of Southeastern “requested amount” before funds are drawn from Connecticut - The Community Foundation of the Department of Education. Southeastern Connecticut was founded in 1982 as the Pequot Foundation to create a permanent endowment Federal Direct Stafford Loan Unsubsidized to serve New London and its ten surrounding towns The Unsubsidized Federal Stafford Loan is a low- in perpetuity. The Foundation has awarded more than interest (3.86%) loan available to eligible students $5 million to local organizations and individuals for regardless of financial need. Although the terms of charitable purposes. this loan are similar to the Federal Stafford Loan, students are responsible for interest charges while The Frank Loomis Palmer Fund - The Frank Loomis they are matriculated. The maximum limit for both Palmer Fund of Fleet Bank was established in 1936 by the Federal Stafford and Unsubsidized Stafford the will of Mr. Palmer’s daughter, Virginia Palmer, for combined is the same as those listed above, plus the benefit of organizations, corporations, societies, an additional $2,000 in an unsubsidized Stafford institutions and trusts located or operating in the city Loan. Independent students may borrow up to an of New London for exclusively religious, charitable, additional $4,000 a year in an Unsubsidized Stafford scientific, literary, historical or educational purposes. Loan ($5,000 for juniors and seniors). This loan has a fee. WORK STUDY Federal Work Study Program Federal Perkins Loan The Federal Work Study Program (FWS) is offered Federally funded Perkins Loans are awarded to to eligible students based on financial need as students based on need. This loan will not be determined by the FAFSA form. The positions are on deducted from the bill until a student signs a campus and the student is paid bi-weekly for hours Promissory Note. There are no additional fees worked. The money earned is not deducted from charged for this loan. The interest rate is 5%. 17 Federal Direct Plus Loans Additional Information about Federal Loans Parents of dependent students may apply for a Plus Loans will not be credited to a student’s account Loan to assist with educational expenses. These loans until a promissory note has been signed. Federal are not need-based, but all borrowers must meet loans are usually disbursed twice in the year, at the specific eligibility requirements before a Plus Loan beginning of each semester. Because the signing of is approved. Eligible parents may borrow up to the any promissory note carries with it the obligation of cost of attendance minus any financial aid awarded repayment after graduation, students must complete during the period of enrollment. (If the parent is an entrance interview which describes the provision denied the Plus Loan, the student may take out an of the loan programs with the counselors at the Unsubsidized Stafford loan.) All parents are required Office of Financial Aid or on-line to be sure future to fill out a pre-approval if they wish to apply for a repayment obligations are clear. Forgiveness of debt PLUS Loan. The interest rate is currently 6.41%. in return for certain kinds of work in the public interest after graduation is possible. See the Office CHESLA Loans (Connecticut’s Student Loan of Financial Aid for more information. Students Program) must also complete exit counseling when they leave The program is available to Connecticut residents or Mitchell or drop below 6 credits. a student who is attending a Connecticut school. This loan is the debt of the student, however, the student Students must meet the College’s Satisfactory does need a co-applicant. The approval of this loan Academic Policy to retain financial aid. See page 45 is based on a healthy income to debt ratio of the of the catalog. co-applicant. Only interest payments are required while the student is in school.

18 Tuition and Fees

Investing in a college education is one of lifetime’s Part-time Student: most important decisions. Although expensive, the If student takes 9, 10 or 11 credits: $10,602 per lifelong benefits - both financial and educational semester. - of a college degree far outweigh its costs. Studies consistently show that earning a college degree is the If student takes fewer than 9 credits: $295 per credit best way to prepare for an unpredictable future and hour. lead an educated and fulfilling life. Fees for Part-time Student: At a private college such as Mitchell, with small Computer courses: $50. classes, personalized instruction, excellent teaching, Science courses with labs: $50. comprehensive support services and programs, and a wide breadth of co-curricular and recreational Bentsen Learning Center activities, costs to families is a major concern. We Supplemental charge: know that Mitchell, like the nation’s other leading Level 1: $6,800 per academic year. colleges, must work hard to keep tuition affordable. Level 2: $4,540 per academic year. Level 3: $2,270 per academic year. The College is committed to providing financial aid Level 4: $1,150 per academic year. to families who demonstrate need so that Mitchell ACE Program: $1,500 per semester. remains accessible to the increasing number of students who can benefit from our philosophy of Miscellaneous Charges: “educating for success.” In 2013–2014, more than Exam Makeup Fee: $30 90 percent of our students received financial aid. Drama Fee: $50 We also award merit scholarships to students who Application Fee: $30 have demonstrated or possess the potential for Returned Checks: $25 academic or leadership excellence. (For Financial Transcripts: $5 Aid information, see pages 11-18.) Auditing Fee: $225 per credit hour For each credit hour in excess of 18: $295 Student Status for Billing Purposes Single Room: $1,000 per semester (additional fee) Premium Housing: $325 per academic year Full-Time Status – Students are considered full-time if registered for at least 12 credits per semester. Students Summer/January Sessions may register for up to 18 credits. Registration for more Consult with the Office of Admission, the Registrar’s than 18 credits is granted only by permission of the Office or the Bursar’s Office for current tuition, room, Vice President of Academic Affairs and Dean of the and board costs for summer and January sessions. College. Payments Comprehensive fee for the 2014–2015 Academic No grades, transcripts or records will be issued Year to students who are delinquent in their financial Full-time Resident Student: accounts with Mitchell College. $42,504 (includes a nonrefundable $300 tuition deposit) Payment Due Dates For the fall semester, unless the student enrolls in Full-time Commuter Student: the Monthly Payment Plan Option, full payment $30,012 (includes a nonrefundable $300 tuition of tuition and fees must be received in the Bursar’s deposit) Office by July 1; for the spring semester, full payment of tuition and fees must be received by January 1. 19 Fees Explained Tuition Deposit Auditing fee: Offers students opportunity to A $300 nonrefundable deposit is required of all full- participate in a course on a noncredit basis at a time students. For students entering in September, reduced rate. this deposit will be split and credited to each semester. Students entering in January are credited Full-Time Student Due Dates with the full amount. Priority at the time of room Nonrefundable Tuition Deposit $300: Due by April draw is given to students whose tuition deposit has 1; due on a rolling basis thereafter been paid.

Total Fall Semester Costs Due: July 1 Security Deposit Total Spring Semester Costs Due: January 1 Full-time students must make a security deposit, which is included in a student’s first semester A statement of semester charges (not including billing. Resident students must deposit $200, while books) is e-mailed to each full-time student in commuters deposit $50. This deposit is held until a ample time to meet the payment schedule. Notice student graduates or withdraws, and is used to pay is electronically mailed for deposits 30 days prior to for any outstanding damage assessments, fines, due date. parking tickets, or other costs before the balance, if any, is returned. Part-Time Student Due Dates Tuition Payment Due: At registration Books and Incidentals Miscellaneous Charges Due: At registration The purchase of books and supplies are not included in the general Mitchell College charges and vary Monthly Payment Plan somewhat in each case, depending on the number of Mitchell College offers a payment plan beginning in registered courses. All students are expected to have either May or July and the cost is a one-time non- adequate financial resources to acquire books and refundable annual enrollment fee of $100. More classroom supplies by the beginning of classes. details are available from the Bursar’s Office. For the convenience of students, Mitchell College Responsibility for Expenses provides a full-service Bookstore, located in the It is the responsibility of students to assure their Yarnall Athletic Center. The Bookstore carries the bills are paid. MasterCard, VISA, AMEX and required texts for the courses offered and sundries Discover credit cards may be used to pay tuition and for personal requirements and needs. Purchases fees. Details on time payment plans can be found of books and supplies may be paid by cash, check, through the Bursar’s Office. Students who fail to pay money order, MasterCard or Visa. In case of outstanding bills will not be allowed to register for withdrawal, the price of books and supplies will not the next semester. Students are responsible for all be refunded. costs of collection and interest incurred on past due debts. Student Health Insurance All full-time students at Mitchell College must be Failure to pay the tuition and fee bills or make covered by an insurance plan that will cover the alternate payment arrangements by the prescribed student’s health and medical needs while they are dates will result in the student being withdrawn from enrolled and living on or near campus. The College the College, including the loss of campus housing, if offers a basic student health and accident policy if a applicable. In such circumstances, students who wish student is not covered by other insurance. The 2014– to be reinstated for the semester must settle their 2015 health insurance fee is estimated at $1,500 outstanding debts in full and reregister for classes per year. Details can be obtained from the Bursar’s and housing on a space-available basis through the Office. Registrar’s Office and to the Campus Life Office, respectively. Students are responsible for providing information to Mitchell College regarding health insurance 20 coverage. This waiver can be completed by for the entire period for which the assistance is visiting the website: http://www.gallagherkoster. awarded. When a student withdraws during a period com/mitchell. Students who do not provide this of enrollment, the amount of federal aid that was information to the Bursar’s Office by the required earned up to that point is determined by a specific date will be charged for the College’s student health formula. If a student received (or school or parent and accident insurance plan. received on the student’s behalf) less assistance than the amount earned, the student may be able to receive Refund Policy those additional funds. If a student received more The intent of our refund policy is to protect the assistance than what was earned, the excess funds financial interest of Mitchell College, a nonprofit must be returned by the school and/or the student. institution; to ensure the facilities will be used by The amount of assistance that is earned is determined students who genuinely seek a college education; to on a pro rata basis. For example, if a student completed protect the financial rights of the students; and to 30% of a period of enrollment, then the student has meet legal requirements. earned 30% of the assistance that was scheduled to be received. Once a student has completed more than Refunds are considered in accordance with the 60% of the period of enrollment, then the student has policies described below to any student who has earned all of the assistance that was schedule to be officially withdrawn in writing from Mitchell received for that period. College. The official notice of withdrawal from the College must be submitted in writing to the If a student did not receive all of the funds that were Registrar’s Office. The Registrar will determine the earned, a post-withdrawal disbursement may be due last date of attendance for credit purposes. Students to the student. If the post-withdrawal disbursement who withdraw from the College before the end of the includes loan funds, the student can choose to academic year will have their financial aid adjusted decline the loan funds so that additional debt is not accordingly. Institutional grants and scholarships incurred. Mitchell College can use all or a portion will be reduced in proportion to any tuition credit of the post-withdrawal disbursement (including loan received as defined below. funds), for tuition, fees, and room and board charges. For all other school charges, the school needs the Fees student’s permission to use the post-withdrawal Group health insurance is not subject to pro rated disbursement. If permission is not given, the student withdrawal credit or tuition withdrawal credit. will be offered the funds. However, it may be in the student’s best interest to allow the school to keep the Refund Policy: Title IV Financial Aid Refund funds to reduce the debt at the school. (Federal Funds Only) When a recipient of a federal grant or loan There are some FSA funds that were scheduled to be completely withdraws from Mitchell College during received that cannot be earned once a student has the semester, the College must calculate the amount withdrawn because of other eligibility requirements of Title IV (federal) grant or loan assistance that the such as not submitting the required loan forms. student earned as of the withdrawal date. The federal programs subject to this refund policy are: Federal The requirements for federal funds when a student Pell Grant, Federal Academic Competitiveness withdraws are separate from Mitchell College’s Grant, Federal Direct Stafford Loan, Federal refund policy for institutional aid; please refer to the Supplemental Education Opportunity Grant section “Institutional Refund Policy.” Therefore, a (SEOG), Federal Perkins Loan, Federal District student may still owe funds to the College to cover Parent Loan for Undergraduate Students (PLUS) and unpaid institutional charges. Mitchell College may other grant or loan assistance authorized by Title IV also charge a student for any FSA program funds of the Higher Education Act, as amended. that the school was required to return.

Federal Student Aid (FSA) funds are awarded based If you have questions about the federal program on the assumption that the student will attend school funds, you can call the Federal Student Aid 21 Information Center at 1-800-4-FEDAID (1-800- following schedule with the exception of Title IV 433-3243). TTY users may call 1-800-730-8913. Financial Aid Funding: Information is also available on Student Aid on the Web at student.ed.gov. Sample worksheets are - Before the first day of classes 100% refund available for your review by contacting the staff in - Within the first week of classes 100% refund the Bursar’s Office. and before add/drop period - By the end of second week of classes 80% refund Special Student Status - By the end of third week of classes 60% refund Students who have been admitted to the College - By the end of fourth week of classes 40% refund and who enroll in a program of study can be eligible - By the end of fifth week of classes 25% refund to receive Federal Pell Grant and assistance from - After the end of the fifth week No refund the Federal Work Study and Federal Supplemental Educational Opportunity Grant programs, providing b. Withdrawal from Mitchell College shall the student is making satisfactory academic progress entitle the student to a refund of tuition, towards a degree at Mitchell College. room and/or board, and learning resource fees, (if applicable) based on the above- If enrolled less than half time, the student is not referenced schedule. eligible for the Federal Direct Stafford Loan and the Federal Direct Parent Loan for Undergraduate c. Enrollment period is defined as the first day Students. Mitchell College aid can only be offered to of classes to the last day of final exams within a a student who has been admitted to the College and semester. attends at least half time and is making satisfactory academic progress towards a degree. d. When a student receives Federal Title IV aid and completely withdraws from the college during the No aid is available for guest students who attend semester, the college must calculate the amount of the Mitchell College on the Twelve College Exchange Tittle IV that the student earned as of the withdrawal program or National Theater Institute. Those date. Federal Title IV funds include Federal Pell students should apply through their home Grants, Federal Perkins Loan, Federal Parent PLUS institutions. loan and other grant or loan assistance authorized by the Title IV of the Higher Education Act, as A student who changes to Special Student status is amended. A Title IV schedule is used to determine ineligible for Mitchell College aid. If a student has the amount of funds the student has earned at the received loans for prior years, those loans will enter time of withdrawal up through the 60% point in repayment status. Please consult a financial aid the enrollment period. After the 60% point in the counselor to understand the implications regarding enrollment period, a student has earned 100% of the this status. TItle IV funds. Therefore, no Title IV are returned. Unearned portions of the Title IV funds must be Institutional Refund Policy returned by the college to the federal government no 1. Purpose later than 45 days from the determined date of the The intent of our refund policy is to protect the student’s withdrawal. Students will be notified of any financial interest of the College, a nonprofit balance owed to the college as a result of the refund institution, to insure the facilities will be used by calculation. students who genuinely seek a college education, to protect the financial rights of the students, and to e. If the student was awarded a MVP Scholarship and it meet legal requirements. has not been earned, the award will be reversed and the amount owed would be the student’s responsibility. 2. Definitions f. Institutional aid will be calculated using Mitchell 3. The Policy College’s refund policy. a. The College’s refund policy will adhere to the 22 g. All other outside grants and scholarships will be Veterans refunded based on the guidelines of the grantors. The U.S. Department of Veteran’s Affairs, upon proper certification and verification, contributes its h. Registration fees are not refundable unless support by monthly payments directly to the student. Mitchell College cancels a course. All full-time and part-time veterans must be i. Any charges for other fees, such as library fees, admitted to Mitchell College as matriculated parking tickets are not eligible for refund. Group health students before enrollment papers will be submitted insurance is not eligible for pro rata withdrawal credit to the U.S. Department of Veteran’s Affairs. or tuition withdrawal credit. Under Chapter 31, Title 38, the U.S. Department 4. Procedure of Veteran’s Affairs should provide complete a. Refunds are initiated when a student has officially coverage of tuition, fees, books, etc. However, any withdrawn from Mitchell College. unsupported charges will be billed directly to the student. Under Chapters 17, 30, 35 and 1606, it is b. The Registrar will determine the last date of the direct responsibility of the student to pay all attendance for credit purposes. semester charges, in full, prior to registration. c. Students who withdraw from the College before the end of the academic year will have their financial aid adjusted accordingly.

5. References Department of Education — www.ifap.ed.gov

23 Student Affairs

RESIDENCE LIFE growth and development. Residence Hall Directors The College offers three traditional residence halls provide leadership and guidance, as well as referral on the upper campus: Simpson, Saunders, and services for students to meet both their academic and Matteson. Saunders and Matteson house first- non-academic needs. The Office of Residence Life year students and Simpson Hall houses upper promotes student responsibility and accountability class students. Each upper campus residence hall through maintaining community standards and contains four floors of double rooms with a common enforcing College policies. The Office of Residence bathroom on floor and houses approximately 120 Life also provides involvement opportunities students. There is a large lounge on the first floor and leadership experiences for students through of each building for studying, watching television, or programming. A Residence Hall Director spending time with friends. Laundry facilities are supervises a team of Resident Assistants who live provided in every building. in each residence hall. Resident Assistants provide programs to meet the social, emotional, cultural, and Mariner Hall is a four-story 114 bed suite-style recreational needs of students. A Resident Assistant residence hall and houses our upper class students. is an upper-class student who serves as a peer mentor Each suite consists of three double bedrooms, to students, providing support and encouragement a kitchenette, and two full bathrooms. Rooms as needed. are climate controlled, including central air conditioning. There are laundry facilities and At Mitchell College, residence halls are living- community meeting rooms in the hall. learning communities where students take responsibility for their environment and hold one Harbor House, Moorings, and Fairhaven are another accountable for their actions. The residence located on Pequot Avenue and make up the life program promotes understanding and respect waterfront residence halls. These historic Victorian while fostering opportunities to establish lasting and Colonial homes each house between 20 and 30 friendships. students and offer the best water views on campus. Each hall has a lounge, laundry room and common HEALTH SERVICES area bathrooms. As the provider of health care for all full-time students on the Mitchell College campus, the Living in the residence halls provides educational Health and Wellness Department offers services opportunities and helps to support your academic through a partnership with L&M Physician experience at Mitchell College. Each student is Associates. Students have access to a team of encouraged to participate in programs and activities. medical professionals: a registered nurse available Therefore, first and second year students are expected Monday through Friday from 9:00am-5:00pm to live on campus. Resident students who wish to and a physician or a nurse practitioner available move off campus must notify the Vice President for by appointment. While most services are covered Student Affairs and Dean of Students Office. All by the student health fees, services such as first-year students living in Mitchell residence halls immunizations, physicals, pharmaceuticals, and must be on the 19 meals a week board plan. Upper medical procedures are not covered. Charges from class students have the option to choose between such services are billed to student accounts and can three meal plans. be submitted to the appropriate insurance carrier for reimbursement. When necessary, referrals can be Residence halls are overseen by full-time Residence made to some of the area’s top medical specialists, Hall Directors who reside on campus. These located in close proximity to the campus. Therefore, professional staff members are committed to it is recommended that students have an insurance fostering an environment that encourages personal card on their person at all times. 24 Health Records and Immunizations ongoing wellness. During college, students may All students are required to submit proof of require varying degrees of assistance, for personal, immunizations and complete a health form prior to social, or academic purposes. Our professional beginning their first semester at Mitchell College. counseling staff provides free and confidential Detailed information about these processes is services to meet these needs. This may include short- mailed to all incoming students after they have term weekly counseling sessions, participation in a been accepted to the College. Students must support group, or referral to community resources. comply with Connecticut State Law that requires Students seeking these counseling supports should all matriculating students born after December 31, contact the Department of Health and Wellness at 1956, to present proof of measles/rubella and the (860) 701-7786. varicella immunization as a condition of enrollment. In September 2002, the State of Connecticut passed Student Right to Privacy legislation that requires all students residing The primary concern of the Health and Wellness in campus housing to be immunized against staff is the health and safety of all students. Mitchell Meningococcal disease, with two exceptions 1) a College values and respects an individual’s right to physician certifies that such vaccination is medically privacy. Therefore, health information will not be contraindicated, or 2) a student presents a statement released without student consent. However, if in the that vaccination is contrary to religious beliefs of judgment of health care providers a serious condition the student. This must be done before arriving exists that threatens the health and safety of the on campus for the semester. Students who do not student or campus community, a parent or guardian submit a health record and complete state mandated may be notified and appropriate College personnel immunization requirements will not be permitted may be consulted. Students under the age of eighteen to register. All student health information/records are notified that in cases of serious illness, accidents, are kept confidential and are only divulged by or behavioral issue, parents or guardians will be the Health Center Staff to the Vice President for contacted and informed of medically necessary Student Affairs/Dean of Students, the Director of treatment plans. Health and Wellness and emergency medical staff as needed. Specific questions about health records or Health Education and Prevention Programming immunization documentation can be addressed by The Health and Wellness Department assists the contacting the Health and Wellness Department at Mitchell Community in creating a healthy and safe (860) 701-5195. campus environment. Preventative and educational programs are offered to students throughout the Health Insurance year because informed decisions support healthy All full-time students (resident & commuters) are lifestyles. To learn more about Health and Wellness required to have medical coverage under either a programs on campus contact the Director of Health parent/guardian/spouse’s insurance coverage or and Wellness at (860) 701-7787. through the program offered by the college. For information on the college insurance plan, including CAMPUS SAFETY the option to (1) purchase the college insurance or A staff of professional campus safety officers (2) waive coverage and provide proof of current/ provides security on campus 24-hours a day, seven existing coverage, visit the website www.mitchell. days a week. The 65-acre campus is well lit and edu/studenthealthinsurance. Students without safe, located along the Thames River in one of New identified insurance coverage will automatically be London’s historic residential neighborhoods. The enrolled in the College insurance plan. If you have Mitchell College Campus Safety Office has four questions concerning insurance coverage, please call major areas of focus: prevention, enforcement, the Business Office at (860) 701-5061. education, and outreach. Campus safety officers respond to emergencies on campus, patrol campus Counseling on a regular basis, and provide escorts as an added The Health and Wellness Counseling Center provides measure of safety if students need accompaniment short term counseling services to students to ensure walking through campus at night. 25 Campus Safety Contact Numbers STUDENT ACTIVITIES Campus Safety – Emergencies The staff and faculty at Mitchell College believe (860) 443-0214 - Ext. 459 that involvement in extra-curricular activities Campus Safety - Routine Texts or Calls leads to personal and academic growth. A student’s (860) 941-9316 success is strengthened through exposure to various Campus Safety - Anonymous Tip Line leadership and citizenship opportunities, such (860) 629-6007 as participation in clubs, intramurals, and other Campus Safety – Guard Booth campus or community activities. To enhance the (860) 629-6163 Ext. 6163 college experience, students are encouraged to Paul Lombardo - Director become involved in campus activities outside the (860) 701-5182 Ext. 5182 classroom.

Community Resource Teams Currently the College sponsors academic clubs, In 2011 the Campus Safety Department introduced extracurricular clubs, club sports and academic a new initiative designed to improve our service to honor societies. All of these clubs and organizations the Mitchell College community. The Campus Safety provide leadership opportunities for students Department has been formed into “Community to contribute to the betterment of the College Resource Teams” or CRTs. With the CRTs individual community, while establishing friendships and officers are assigned to specific residence halls. gaining important life skills. Their undertaking is to develop a rapport with the students thereby making Campus Safety officers New Student Orientation more approachable and accessible to support the Prior to the start of the academic year, new students students here on campus. Along with this initiative, participate in a comprehensive College Orientation the Campus Safety Department works closely with program. During this program, students will have the Residence Life, Health & Wellness, and Student the opportunity to interact with faculty, staff, and Activities staffs. peers through a variety of workshops and activities. This experience is designed to familiarize students Annual Campus Security/Fire Safety Report with their new community and to educate them The Jeanne Clery Disclosure of Campus Security on the academic and social standards of Mitchell Policy and Campus Crime Statistics Act of 1990 College. The orientation process also includes (34CFR668.46), also known as the “Clery Act,” is informative sessions tailored to parents and a federal law that requires colleges and universities guardians, who are encouraged to attend. to disclose information about crime on and around their campuses. The act is named in memory of MVP Program Jeanne Clery, a 19-year old Lehigh University The Mitchell Valued Potential (MVP) program freshman who was assaulted and murdered in her annually awards merit scholarships to students residence hall on April 5, 1986. The Annual Security based on their potential to contribute to Mitchell Report is published to fulfill the requirements of this College and the greater New London community act. Mitchell College’s annual security report presents through the demonstration of leadership, campus safety information as well as College policies volunteerism, and academic success. All MVP concerning alcohol and drug use, crime prevention, students are required to participate in a series of and the reporting of crimes. This report includes leadership meetings and to complete a designated statistics for the three previous years. These statistics number of campus involvement or community include reported crimes that occurred on campus service hours. MVP awards for upper-class students and on public property immediately adjacent to are based on performance in and commitment to and accessible from the campus. To view this the program while maintaining the appropriate report please visit: http://community.mitchell.edu/ grade point average. Students must reapply for the CampusSafety and click on the link for the report. MVP scholarship each year. Assessment for an MVP award is made during the on-campus interview and through the ap­plication process to Mitchell College. 26 Commuter Students A significant portion of the Mitchell College student population is made up of commuting students. Commuting students are a vital segment of the Mitchell community and are encouraged to utilize all services provided on campus.

To meet the needs of commuter students, Sodexo Dining Services has a variety of options available for campus meal plans. For more information, please visit Sodexo Dining Services, located on the first floor of the Clarke Center.

Commuters can keep up-to-date on campus activities through the Mitchell Mariner facebook page. For more information about the services available to commuting students contact the Office of Student Activities at (860) 701-5052.

27 Athletics

The tradition of the scholar-athlete is not only alive, Facilities but thriving at Mitchell. Mitchell College is a member Students have access to the College gymnasium, of NCAA Division III and currently competes in the the 4,000 sq. ft. fitness center, and waterfront New England Collegiate Conference (NECC) and and recreational venues. Areas are provided for the Eastern College Athletic Conference (ECAC). If volleyball, basketball, soccer, flag football, softball, you enjoy being a part of a team, crave exciting times tennis, and cardiovascular and weight training and competitive play, then we invite you to explore on campus. A fleet of ten Vanguard Flying Juniors Mitchell College’s athletic program. What makes sailing boats, six 420’s racing sailing boats, and a our program truly special is that our student-athletes launch boat are maintained and at the Mitchell dock enjoy success — not just on the playing field but for sailing and educational programs. also in the classroom. Our athletics program seeks to help students develop a better understanding and appreciation of education and character through the life lessons offered within the sports experience including intercollegiate, intramural and recreational offerings.

2014–2015 INTERCOLLEGIATE ATHLETICS TEAMS

Men Women Baseball Basketball Basketball Cross Country Cross Country Lacrosse Golf Sailing Lacrosse Soccer Sailing Softball Soccer Tennis Tennis Volleyball

Mitchell College Intramurals Intramurals are an important outlet for the students at Mitchell College. The goal of the intramural program is to operate a student driven program that meets the needs and interests of all Mitchell College students. Past programs have included flag football, beach volleyball, basketball, wiffleball, softball, fun runs, dodge ball, soccer, sailing, tennis and fitness programs.

28 General Information

DINING SERVICES are Monday through Thursday 11:00am-7:00pm, Campus dining at Mitchell College is more than Fridays 11:00am-6:30pm and closed on Saturday and great food. It is a community experience centered Sunday. on culinary expertise, fresh ingredients, healthy options and a shared sense of environmental Student Campus Center - Since its opening in March and social responsibility. The College features 2012, the Campus Center has become a popular three dining areas for the College community, location for all students. It offers late-night dining operated by Sodexo Campus Services: The options with a counter open for salads, appetizers, Milner Dining Hall, The Market Cafe, and burgers, pizza, subs and other grill and snack fare. Student Campus Center It is open 7 days a week, Sunday through Thursday 6:30pm–11:00pm and Friday and Saturday 8:00pm– The Milner Dining Hallis an all-you-can-eat dining 12:00am. hall located in the Clarke Center for all students who have purchased a meal plan. It is open 7 days a week: Sodexo offers the “Mindful” dining innovation Monday through Friday, 7:30am–6:30pm; Weekends which is a wellness program that promotes healthier and Holidays, 11:00am–2:00pm/5:00–6:30pm. lifestyle choices. A key resource for students is the Commuters, faculty and staff are able to purchase a website www.MitchellDining.com which is available meal plan or simply pay at the door in this attractive as a link from the College’s website. facility overlooking the plaza, the campus and the Thames River. Beyond the meal plans, students have The Campus offers three meal plan options to access to a variety of retail items throughout the day. resident students: The Milner Dining Hall features several areas of • 19 meal plan plus $50 flex service: • 14 meal plan plus $100 flex • Pizza Pasta station—pizza, pasta, calzone, • 10 meal plan plus $235 flex casserettes; • Global Fusion—induction wok stir fry cookery Each meal plan provides the appropriate number of and theme menu concepts; dining accesses per week as listed above. All first- • The Grill—traditional grill items with the year resident students are required to participate in addition of grilled chicken, quesadillas, steaks, the 19 meal plan. chops, toasted sandwiches and theme meal menu styles; Flex funds are an enhancement to the dining option • Traditional Entrées—breakfast, lunch and dinner and are automatically loaded at the beginning of each fare including vegetarian, vegan, gluten free, low semester. Fund balances carry forward from semester fat and low sodium selections. Also included is to semester and expire at the end of the Academic a deluxe self serve soup and salad bar area. Year.

The Market Café, also located in the Clarke Center, Commuters, faculty and staff are offered two block provides a relaxed café environment with easy chairs meal plan options. and entertainment space. To follow ever-changing • 100 meal block plus 5 guest meals and $25 flex food trends, The Market Café features a variety of • 50 meal block menu concepts for both resident and commuter Meal blocks are active in the period in which they students. Check out our latest menu in The Market were purchased and are non-transferable Café by visiting www.MitchellDining.com. We also offer a variety of grab and go and retail items such as A declining balance option is available for students to snacks, milk shakes, bottled beverages and Starbucks make deposits directly onto their Campus ID Card. coffee. Flex dollars are accepted. Hours of operation Declining balance funds carry over from the fall 29 to the spring semester and expire at the end of the integrity of the academic process and the mutual Academic Year. Funds can be reloaded at any time respect of faculty, students, administrators and staff throughout the year in any denomination simply are of vital importance, sexual harassment is of great by calling the dining service office and charging by concern and any instances of inappropriate behavior phone (860) 629-6200. For more information, please are treated seriously. contact Tony DeLuca, General Manager at (860) 629- 6200 or at [email protected]. The College community is committed to the active promotion of racial and religious understanding and NONDISCRIMINATION STATEMENT to honest, open and equitable dealings with racial, Mitchell College does not discriminate on the basis sexual, ethnic and other differences. of sex, race, color, religion, national/ethnic origin, sexual orientation or physical/educational challenge. The President has designated the Director of Human Any behavior or action that excludes, harasses, or Resources or the individual supervisor to hear embarrasses someone based on any of the above complaints of sexually or racially offensive behavior characteristics is subject to disciplinary action. on the part of faculty members and staff. Complaints on behalf of students alleging harassment by other Harassment or other acts of hatred or violence, members of the student body are subject to review whether based on gender, race, ethnicity, religion, under College disciplinary procedures. The President sexual orientation, or other disability, are inconsistent has designated the Director of Residence Life to hear with the tenets of community behavior and will not such complaints. be tolerated. The College community is committed to the promotion of fair and equitable dealings with DRUG-FREE CAMPUS AND WORKPLACE ACTS racial, sexual, ethnic and other differences. The College is in compliance with The Drug-Free Workplace Act of 1988 and the Drug-Free Schools and STATEMENT CONDEMNING RACISM, Communities Act of 1989. The College makes an annual INTOLERANCE, OTHER ACTS OF HATRED OR distribution in writing to each student and employee VIOLENCE BASED ON DIFFERENCE. which includes: In recent years, there has been increasing social awareness of the problem commonly termed 1) Standards of conduct that prohibit the unlawful “harassment.” Mitchell College prohibits any form possession, use or distribution of illicit drugs by of harassment based on race, color, religion, gender, students and employees; disability, age, veteran status, sexual orientation, 2) Disciplinary sanctions for violations of standards ancestry, national origin, gender identity, or any of conduct that include dismissal from the College; other class protected by applicable law. 3) A description of applicable local, state and federal legal sanctions for unlawful possession, use or Racism has a long history and despite increasing distribution of illicit drugs and alcohol; consciousness about the problem, incidents may occur 4) A description of health risks associated with the which must be addressed. For an academic institution use of illicit drugs and the abuse of alcohol; and where the integrity of the education process and the 5) A description of drug and alcohol counseling, mutual respect of faculty, students and staff are of treatment, rehabilitation and retry programs. utmost importance, instances of racial insensitivity or harassment are serious problems. STUDENT RIGHT-TO-KNOW AND CAMPUS SECURITY ACT Sexual harassment is understood to encompass a The College distributes an annual security report wide range of behavior, including the coercion of a to all students and employees and to all applicants person into a sexual relationship, the subjection upon request, in accordance with the Student Right- of the person to inappropriate verbal or physical to-Know and Campus Security Act (Public Law 101- sexual attention, retaliation for a refusal to comply 542) and Connecticut State Law (90-259). The report with sexual demands or the creation of a hostile includes the following information: environment. In an academic institution where the 30 1) Campus policies regarding the reporting of may be disclosed by the institution for any purpose, crimes; policies regarding drugs, alcohol and at its discretion: weapons; policies regarding the identification and admission of visitors to campus; description of • The student’s name, address, telephone listing, campus safety and their relationship to state and date and place of birth, major field of study, local police; orientation programs for students participation in officially recognized activities regarding campus safety. and sports, weight and height of members of 2) A uniform campus crime report concerning athletic teams, dates of attendance, degrees and crimes committed in the two preceding calendar awards received and the most recent previous years. educational agency or institution attended. 3) A crime report concerning arrests for liquor and • A student may withhold disclosure of any drug violations and for weapons possessions for category of information under the Family the preceding calendar year. Educational and Privacy Act of 1974. To withhold disclosure, the student must file THE FAMILY EDUCATIONAL RIGHTS AND written notification with the Office of the PRIVACY ACT OF 1974 (THE BUCKLEY Registrar by the end of the second week of AMENDMENT) AND THE FAIR INFORMATION classes of the academic year in which s/he enters. PRACTICES ACT Annually, Mitchell College informs students of the LIABILITY Family Educational Rights and Privacy Act of 1974 Mitchell College exercises all security measures (The Buckley Amendment) and the Fair Information and controls within its means to protect and Practices Act of 1975. The College complies fully with safeguard the student and his or her possessions. these statutes, which were designed to protect the However, the College does not, nor can it, assume privacy of educational records, to establish the right any responsibility, nor does it provide insurance of students to inspect and review their educational coverage for the loss of, or damage to, a student’s records, and to provide guidelines for the correction personal property or effects when stolen, damaged of inaccurate or misleading data through informal or destroyed. Mitchell College also offers a separate and formal hearings. insurance policy that can be purchased by the student to cover personal property. The cost and Students also have the right to file complaints with policy materials are available from the Bursar’s office. the Family Educational Rights and Privacy Act It is recommended that those students whose parents Office concerning alleged failures by the institution are covered by a homeowner’s policy investigate to comply with the Act. Copies of the Buckley the possibility of obtaining a rider to the policy to Amendment can be found in the Registrar’s Office. cover the above hazards, where the policy does not originally cover such contingencies. THE COLLEGE ADA STATEMENT In accordance with the Americans with Disabilities ADVANCEMENT PROGRAM Act of 1990/as amended in 2008, and Section 504 of Mitchell College has evolved over the years with the Rehabilitation Act of 1973, Mitchell College is considerable help from concerned and generous committed to ensuring that no otherwise qualified donors. The need for philanthropy is greater today student, on the basis of his/her disability, will be than at any other time in our history. Tuition alone excluded from participation in, denied the benefits cannot support the improvements, additions and of, or otherwise be subject to discrimination under innovations demanded by the 21st century, nor can any College program or activity. it maintain our dedication to academic excellence.

PUBLIC NOTICE DESIGNATING DIRECTORY The Advancement Office is responsible for raising INFORMATION funds for the College and for alumni relations. The College includes, but does not limit itself in Advancement Office staff raise money in a variety of designating, the following student information as ways: through alumni support and through special public or “Directory Information.” Such information solicitations to parents, individuals, corporations 31 and foundations. Some gifts are sought for support service in exchange for tuition scholarships. of general operations of the College; others are Government agencies, local schools and social intended for specific purposes, including academic service organizations benefit from the many scholarships, improvements to buildings and their Mitchell students earning credit through academic contents, and for support of new and expanding internships and practica. Local residents are academic programs. The office keeps alumni, parents encouraged to attend the lectures, performances, and other friends informed about the College films and other presentations held on campus. The 26 with announcements about events and special acre Mitchell Woods offers recreation opportunities opportunities for support. for all to enjoy, free of charge.

Students can help in fund raising efforts in a variety COMMUNITY AND PROFESSIONAL of ways. To inquire about volunteering your time PROGRAMS and talents, call (860) 701-5092. Mitchell College’s picturesque 68 acre waterfront campus is the ideal setting for grand to intimate Alumni Association - Graduates of Mitchell College events. These programs were established to promote automatically become members of the Alumni the use of the College’s facilities and grounds. Association. Alumni recruit potential new students Faculty, staff and visitors seeking to reserve campus and offer internships to current students. We consider space will work with the Office of Student Affairs students “alumni in residence,” and all students are to identify the optimum location for their event. welcome to stop by the office to learn more about the Student club and organization reservations are Alumni Association. submitted to the Director of Student Activities who processes requests. The Advancement Office is located in the Umbrella House and is open during normal business hours.

OUR ROLE IN THE COMMUNITY Mitchell College has a long tradition of community service to Southeastern Connecticut. Our faculty and staff members and our students are active in the community. Members of the College’s Mitchell Valued Potential program perform community

32 Campus Information

Geographic Location level. The Campus Safety Office can also be found on New London, known historically as “The Whaling Nathan Hale’s first floor. City,” is an interesting industrial, maritime, tourism and transportation hub located midway between Chappel Cottage is a two story stone house located Boston and New York on Interstate 95 and Amtrak’s in Mitchell Woods and formerly served as a residence main Northeast Corridor line. Two other nationally- for the Mitchell Woods caretaker. recognized institutions of higher education, Connecticut College and the United States Coast The Mitchell College Library is housed in a two Guard Academy, are also located in New London. story building on the southeastern part of campus. The main reading room and book stacks are on the The Southeastern Connecticut region is one of first level. New England’s fastest growing and is developing as a national tourist destination. Nearby Mystic, The Bond House, adjacent to the Library on the Connecticut is home to many historic and tourist southeastern part of the campus, has classrooms and attractions including the Mystic Aquarium and faculty offices. Institute for Exploration, Mystic Seaport and a quaint downtown shopping village. The scenic shoreline towns Yarnall Athletic Center, located on the upper of Stonington and Old Lyme attract many visitors as campus, contains a 1,200 seat gymnasium, a health/ well. Foxwoods Resort Casino and the Mohegan Sun fitness center, locker rooms, equipment room, Casino located in the heart of the region’s woodlands, training room, athletic staff offices, the Center for draws thousands of vacationers daily. Health and Wellness, and the Book Store.

Mitchell’s 68-acre campus sits in a scenic, historic Mitchell Hall (once the Alfred Mitchell family’s residential section of the city and is divided into two summer home) serves as the main administration distinct parts. The lower campus, from the stretch building housing the offices of: the President, of sandy beaches of the Thames River to Montauk Vice President for Academic Affairs/Dean of the Avenue, contains most of the College’s academic and College, and the Vice President of Finance and public buildings and the waterfront residence halls Administration as well as the Office of Institutional on Pequot Avenue. The upper campus (to the west of Research, Assessment and Compliance, Bursar/ Montauk Avenue) contains the four large residence Student Accounts, Human Resources, and Facilities. halls, the gymnasium and the athletic playing fields. The University of New Haven has offices on the top The upper campus also includes Alfred E. Mitchell levels and offers evening and weekend courses to Woods Park, given to Mitchell College in 1983 to students on the Mitchell campus. maintain as a recreational preserve for the public as well as for its own students. The park includes a pond, Henry Hall, built in 1994 along the Thames River, hiking trails, two baseball fields, sand volleyball court houses the offices of Admissions and Financial Aid. and tennis courts. The Umbrella House was formerly used as the Academic Buildings primary residence for Mitchell College presidents and is now used as the Alumni House and includes Bingham Hall houses science and computer offices for the Advancement Staff. laboratories and classrooms. There are some faculty offices in Bingham Hall as well. Clarke Center contains The Milner Dining Hall and The Market Café on the ground floor. The Office Nathan Hale Hall contains classrooms on the first of the Vice President for Student Affairs/Dean of and second floors and faculty offices on the third Students and a 400 seat auditorium with complete 33 stage are located on the second floor. Many of Saunders Hall houses 114 first-year students in a the social and cultural events occur in the Clarke co-educational setting on the upper campus. Auditorium throughout the year. Simpson Hall houses 114 students in a The Ric & Dawn Brill Duquès ’64 Academic co-educational setting on the upper campus. Success Center is a state of the art 12,000 square foot facility that is home to some of the College’s key Mariner Hall sits at the end of De Biasi drive student support programs: Advising/Registration, between Matteson Hall and the Yarnall Center and Disability Student Services (DSS), Career Services, houses 114 students. With coveted amenities such as Bentsen Learning Center, Tutoring Office, Adult air conditioning, game room and private bathrooms, and Continuing Education, and the Veterans’ the building is the first choice for many students. Study Lounge. The building has space dedicated to individual meetings with learning and writing Fairhaven, Moorings and Harbor Houses are the specialists, classroom instruction, group meetings College’s waterfront residence halls. Fairhaven is and tutorial sessions, testing, study and relaxation. home to 23 men, Moorings houses 28 women, and Harbor House is a co-ed building that houses 16 Robert C. Weller Center was built in 1984 as an students. addition to the Clarke Center. The Weller Center provides one large meeting room for awards Michael’s Dairy Ice Cream Shop and The Student banquets, alumni reunions and other receptions. Center are located on Montauk Avenue near the upper campus residence halls and athletic center. Matteson Hall houses 123 first-year students in a Michael’s Dairy is an academic learning and co-educational setting on the upper campus. internship site for students in the Hospitality & Tourism program at Mitchell College.

34 Directions to Mitchell College

From Springfield and Hartford From New York From Springfield, follow Interstate 91 South to Take Interstate 95 North to Exit 82 (Broad Street Hartford. Take Route 84 East to Route 2 East to - Route 85). Turn right at the end of the exit ramp Route 11 in Colchester. When the expressway ends, onto Broad Street, follow to the second traffic light go left for one mile. Turn right onto Route 85 for 13 and turn right onto Colman Street. Follow Colman miles into New London. Turn right onto Colman Street to the end. Turn left onto Bank Street (Route Street to the end, then turn left onto Route 1 (Bank 1) and take your second right onto Montauk Avenue. Street) and take the second right onto Montauk Proceed 1 1/2 miles to the College entrance. The Avenue. Proceed 1 1/2 miles to the College entrance. Admissions and Financial Aid Offices are located The Admissions and Financial Aid Offices are down at the water’s edge in Henry Hall. located down at the water’s edge in Henry Hall. Public Transportation From Worcester New London is served by Greyhound Bus Lines and Take Route 395 in Auburn, South to Exit 77. Take left the Amtrak Train Station. Both are 3 miles from onto Route 85 to Colman Street as described above. Mitchell Campus. The Groton-New London Airport is located 7 miles from campus in Groton, CT. From Boston and Providence Proceed South on Interstate 95. After crossing the Gold Star Memorial Bridge over the Thames River in Groton, take Exit 83 to Colman Street. Turn left onto Colman Street to the end. Turn left into Route 1 (Bank Street) and take second right into Montauk Avenue. Proceed 1 1/2 miles to the College entrance. The Admissions and Financial Aid Offices are located down at the water’s edge in Henry Hall.

35 Academic Information and Standards

Responsibility for Degree Requirements Normal Course Load Mitchell College fosters the independence of students. The normal credit load for a full-time student is For this reason, the responsibility for successful degree dependent on the Academic Program in which s/he completion lies with the student. is enrolled (normally 5 or 6 courses each semester). The academic advisor will work with the student to We provide students with a wealth of resources make sure the course load is consistent with the plan that should ensure that accurate information about for success. degree requirements is available. The College Course Catalog, faculty members, academic advisors, staff A student whose GPA is less than 2.5 will not be of the Academic Success Center and the Registrar’s allowed to enroll in more than 18 credits in any one Office are all sources of information about program semester. If a student has a compelling reason for an requirements. Students should seek these sources exemption from this policy, a petition should be made whenever they have questions. to the Dean of the College, through the academic advisor. It is assumed that: 1. Students must do the full work required in a Classification of academic levels given course. (effective with the Fall 2009 Term): 2. Students are at all times responsible for their academic progress and standing, including Credits Earned Classification course requirements, graduation requirements, 0 – 27 First-Year credit rules, quality point average regulations, 28 – 57 Sophomore waivers of requirements, withdrawals from 58 – 89 Junior courses, and withdrawal from the College. 90 + Senior

Attendance Graduation The Faculty of the College believes that in order for In order to graduate, there are several conditions a college student to derive the maximum benefits of which must be satisfied: a course, regular attendance is necessary as is the • Students must fulfill all course requirements punctual and adequate preparation of assignments. in their chosen curriculum, earning at the Absence from class jeopardizes the student’s minimum, passing grades in all required courses academic standing. Absence also detracts from the and a minimum of 30 credits at Mitchell. If value of the class for the instructor and for other enrolled in a bachelor degree program, they must students. Class absence, for whatever cause, is a earn their final 30 credits at Mitchell College. handicap both to the instructor and to the student. • They must achieve a final GPA of 2.0 or greater Class absence is therefore strongly discouraged. The for course work at Mitchell, except for the Early attendance guidelines and regulations found in this Childhood Education HDFS-Teacher Cert. catalog have as their goal the academic welfare of the bachelor program which requires a final GPA of 2.7. student. There is no excused absence. A student is • They must file an Application for Degree form expected to complete all course work. by October 1st for December graduation and by February 1st for May graduation to notify the Unit of Credit Registrar’s Office of their expectation to fulfill Mitchell College operates on a semester basis. One requirements. credit is equivalent to 50 minutes of instructional • They must meet all General Education time per week for 15 weeks. requirements. 36 • Students use the check sheet from the year they 4. May not have any Incomplete, Withdrawal or enter College. Failing grades for the given semester. • Students who have not completed their credit requirements by spring semester of Notation of Commendable Scholar honors will be their graduation year may apply to walk at recorded on the student’s transcript. Commencement if they need to complete 6 credits at bachelor level or 3 credits at associate Early Academic Reports - level. The student does not receive a diploma Submitted to the Registrar by faculty after the 4th until all requirements are completed. week for any student: - Whose average is below a C grade, Graduation Honors - Who has excessive absences, and/or Upon completion of all graduation requirements, - Whose skill level, in the faculty member’s judgment, outstanding academic achievement will be puts the student at risk of failure. recognized as follows: Mid-Term Grade Reports - Cum Laude - Honors: 3.0-3.49 GPA Submitted to the Registrar by the faculty after the Magna Cum Laude - High Honors: 3.5-3.94 GPA 7th week–grades/comments for all students. Summa Cum Laude - Highest Honors: 3.95-4.0 GPA Final Semester Grades - Graduation honors are listed in the commencement Submitted to the Registrar at the end of the semester– program and are included on the student’s transcript. grades/comments for all students.

Dean’s List Grade System The Dean’s List is announced at the end of the Mitchell College currently uses a 4.0 grade system fall and spring semesters. Students who meet the within a fifteen (15) week semester. The grades issued following requirements are eligible: and their current values in associated grade points are as follows: 1. Must be a matriculated student. 2. Part-time students are eligible for Dean’s List Grade Definition Grade Points status for every 12 credits completed. A+ 4.00 3. Must have a Grade Point Average of 3.5 or higher A Excellent 4.00 for the given semester. A- 3.67 4. May not have any Incomplete, Withdrawal or B+ 3.33 Failing grades for the given semester. B Good 3.00 B- 2.67 Notation of Dean’s List honors will be recorded on C+ 2.33 the student’s transcript. C Average 2.00 C- 1.67 Commendable Scholar D+ 1.33 Commendable Scholars are announced at the end of D Unsatisfactory but Passing 1.00 the fall and spring semesters. D- 0.67 F Failure 0.00 Students who meet the following requirements are eligible: Other grades not included in semester or cumulative 1. Must be a matriculated student. Grade Point Average (GPA): 2. Part-time students are eligible for commendable scholar status for every 12 credits completed. W - Withdrawal: Assigned when a student officially 3. Must have a Grade Point Average between 3.0 and withdraws from a course before the withdrawal 3.49 for the given semester. deadline.

37 P - Pass: assigned in Pass/Fail courses or where multiply that times the number of credits that the student has taken an equivalency test to receive credit course earned. Example: a grade of B in a three (3) for the course. Counts as credits earned but no grade credit course = 3.00 grade points x 3 credits earned points are assigned. = 9.00 grade points; an A in a two (2) credit course = 4.00 grade points x 2 credits = 8.00 grade points. AU - Audit: Student elected to attend course without having to meet the requirements. No credit is received To calculate GPA, first determine the total credits and no grade points are assigned. attempted and the total grade points earned. Credits attempted include the total credit hours of I - Incomplete: A temporary mark when a student all courses taken at Mitchell College where a grade has not completed all course requirements. The other than W, P, I or AU has been assigned, less the requirements must be completed by the end of the credit hours for any courses that have been repeated. following semester, otherwise, the mark will revert A course is included in the credits attempted only automatically to a Failure (F). once, regardless of the number of attempts made to complete the course. To calculate the total grade Calculation of Grade Point Average points earned, add up the grade points earned for Each grade that a student receives at Mitchell College each course included in the credits attempted. Then has a corresponding grade point value. See Grade divide the total grade points by the total credits System on previous page. attempted. For example: if 60 credits have been completed and a total of 195 grade points have been The following administrative grades do not carry earned, then the GPA = 195/60 = 3.25. grade point values: P (Passing), W (Withdrawal) and AU (Audit). An incomplete does not carry a grade The grade point average includes only courses point value. taken at Mitchell College. Courses taken at other institutions are not calculated into the grade point To calculate a grade point for a course, first take average, and the grade attained may not be used to the number of grade points earned for a grade and improve the grade point average.

38 Definition of Terms

The College uses various terms to describe courses major, the program is designed to allow them to and their relationship to a student’s curriculum. maximize the breadth of the program. Students There are a number of terms that students may undecided about their major participate in The hear that describe their status at Mitchell College. Discovery Program in the first semester. Understanding these terms will make life a little easier and the experience more rewarding. Major Change Students who are considering changing their major, Add/Drop need to discuss the programs and implications Once the semester starts, a student may discover that of a change with their Academic Advisor. (See for one reason or another the previously arranged Major Change under the policy section for more schedule is no longer appropriate and a change is information.) desirable. For that purpose, Mitchell College has set aside the first six (6) days of classes as an Add/Drop Minor period when a student may make valid schedule Some academic departments offer minors for changes. (See Add/Drop under the policy section for students that qualify for such an option. Restrictions more information.) and conditions apply to academic minors. Students may petition for the pursuit of a minor during Auditing a Course their sophomore or junior year and work with their Students have the option to take a course for no academic advisor and department chairperson to credit. (See Auditing a Course under the policy meet the requirements of the designated minor. section for more information.) Matriculated Student Co-Requisite A matriculated student has applied and been admitted In certain situations two courses may be necessary to a degree program at Mitchell College. All forms of complements to each other. The knowledge presented financial aid require that the student be matriculated. in each is absolutely necessary for success in its partner. In such cases, the courses are co-requisite Non-Matriculated Student to each other and should be taken during the same A non-matriculated student has not yet applied semester. for admission to Mitchell College. A student may take up to 15 credits as a non-matriculated student Elective Courses but must apply for admission before taking any All degree programs allow students some flexibility additional credits. Students enrolled in Thames in the choice of a certain number of courses. These Academy are not subject to the non-matriculated areas where a student has choices are called electives. student limits as mentioned above. An elective is any course offered at Mitchell College which carries credit. The purpose of electives is Registered to broaden the scope of a student’s experience. This means that students have signed up to take Therefore, students should use electives to sample classes. Registered does not mean the same as the offerings of disciplines away from their major. matriculated. Students must file an application with the Office of Admissions and be admitted to be Major matriculated. Within each degree program there is an area of focused study called the major. The major consists Registration of a series of related courses which allow students During the spring semester for the subsequent to develop both breadth and depth in a particular fall and during fall semester for the following academic field. In the case of the Liberal Studies spring, Mitchell College provides students with the 39 opportunity to select the courses they wish to take Student Status during the next semester. Full-time student - Full-time status is defined as being registered for twelve semester hours or above at the Required Course end of the Add/Drop week during each of the fall and This is a course which must be completed before a spring semesters. student is allowed to graduate. Some courses such as CW101 are College wide requirements, some are Part-time student - Part-time status is defined a being requirements with certain degree programs and registered for fewer than twelve credits as of the end of others are required only for certain concentrations. Add/Drop week. (See Determination of Enrollment All courses which are required need to be completed Status under the policy section for more information.) before a student may graduate. Transfer Student - Any student who prior to acceptance Sequential Courses at Mitchell College has accumulated college credits at There are a number of majors where completion another institution. (See Transfer under the policy requires sequential courses. For example, in science section for more information.) a sequence requires students take both parts of a two-part course.

40 Adult and Returning Students

Mitchell College understands the adult learner Career Change or Enrichment who balances family, career, and community with Research shows that lifelong learners are happier and educational responsibilities. That’s why we offer more fulfilled. Even if you’ve enjoyed a prosperous classes to meet your requirements for: career, a college course is the ideal way to prepare for • Individual study your next career move and broaden your perspective • Professional development and global understanding. • Certificate study or degree completion. Where it Starts: We offer classes and programs year round and in Prior Learning Assessment flexible formats, including: You may have already acquired knowledge and • Evenings and/or weekends on campus experience for which you can be awarded college • Accelerated sessions credit. Mitchell has a generous acceptance policy of • Online credits earned through organizations and respected • Hybrid, a mix of online and classroom settings exams that can validate your prior learning, so you don’t have to compromise that balance. including:

You may be a working adult, a parent of young CAEL - Council on Adult & Experiential Learning children, a veteran, or a career changer: whatever your stage in life or your rationale for taking college CLEP - Mitchell College is a CLEP Test Center for the courses, consider Mitchell College. Our stellar College Board’s College-Level Examination Program faculty and exceptional support services provide the and accepts over 24 exams that could be applied perfect balance of individual attention and practical towards Mitchell degrees. experience you’re seeking in a learning environment. DANTES - Subject Standardized Tests (DSST) Exams Career Advancement for uniformed service members Today’s world of work is demanding, and having a competitive advantage may secure that promotion ECE - Excelsior College Examinations or help you advance in your field. Adding college credits, a certificate, or a degree to your resume will TECEP - Thomas Edison State College Examination serve you well professionally and personally. Program Exams

Charter Oak College Assessment of College Course Equivalencies - accepted for the CT State Police, Municipal Police, and Fire and Judicial Marshal Academies.

For more information, contact the Office for Academic Affairs.

41 Academic Policies and Procedures

Academic Honesty Cheating involves looking at the work of another Students at Mitchell College are expected to person and intentionally using that person’s answers maintain the highest standards of academic or information as one’s own. Cheating during conduct. Most students conduct themselves with quizzes, tests or exams, both in class and out of class, integrity and are disturbed when they observe are a serious violation of the College standard of others cheating or plagiarizing. Any form of conduct of academic honesty. academic dishonesty is condemned at Mitchell College, whether it occurs through cheating within Reports and Penalties for Academic Dishonesty: a testing session or in the form of plagiarism in After students have taken CW101 and the First- reports, term papers, themes or essays. The Dean Year Seminar, all offenses of academic dishonesty, of the College must be notified by instructors of including the unintentional kind, must be reported any grade or course penalty. The Dean ensures that to the Office for Academic Affairs/Dean of the appropriate sanctions in place for offenders who College. Penalties during the student’s enrollment at have committed multiple violations of the academic Mitchell College are as follows: honesty standards are applied. 1. First offense involving academic dishonesty with Plagiarism, Multiple Submissions, Cheating or without evidence of premeditation: F in this While plagiarism, whether from print or electronic quiz, exam, project, etc. with notation provided to sources, is often based on premeditated cheating the VPAA/DOC in written assignments, it may result from the 2. Second offense involving academic dishonesty of unintentional lifting of words, phrases, sentences, any kind in any course: F in the course involved or paragraphs from other writers. Unfortunately, with notation of academic dishonesty in the students often have received insufficient instruction permanent record. about plagiarism during their secondary education. 3. Third offense involving academic dishonesty of For this reason, inadvertent plagiarism committed any kind: Immediate dismissal from the College by students who have not taken CW101 and the with notation of academic dishonesty provided to First- Year Seminar will not be subject to the same the VPAA/DOC and included in the permanent penalties as those who have completed these courses. record. It is recommended that professors require students who have committed inadvertent plagiarism, but In every case, the student will be advised by the have not taken these courses or comparable courses instructor in writing of the violation of the standard at other institutions, to revise the assignment with of academic honesty and the sanction imposed. a writing tutor from the Tutoring Center. At the Students have the right to appeal a sanction. same time, if there is a clear indication of deliberate plagiarism by students who have completed CW101 The Appeal Process and the First -Year Seminar, they will be subjected to 1. Upon notification of the charge by the professor, the more severe penalties cited below. the student may appeal to the professor. 2. Within five working days of receiving Multiple submissions is the practice of submitting the professor’s response, the student may appeal a single paper for credit in two or more different in writing to the chair of the department in which classes (in the same or in different semesters). This is the course is offered. prohibited and is a violation of the College standard 3. Within ten (10) working days of receiving the of conduct of academic honesty. student’s appeal, the department chair will communicate his/her decision in writing to the 42 student and a copy to the Office for Academic when contact with the student is required, a cell Affairs. phone may be left on during class time, with 4. If the student is not satisfied with the finding, permission from the instructor. The cell phone the student may appeal in writing to the Dean must be set to vibrate to minimize the level of of the College. This must be done within ten (10) distraction for other students. working days of the date of the communication • Laptops are to be used only in the following from the department chair. circumstances: 5. The Dean will convene the Academic Standing - As an approved reasonable accommodation for and Review Committee and notify the student a student with a disability certified by the Office in writing of the date of the hearing. The student of Disability Student Services. Laptops used for has the right to appear before the committee and the purpose of disability accommodation are provide evidence and supporting witnesses. restricted to this purpose only and may not be 6. The finding of the Academic Standing and used for other purposes. Review Committee is final. - There has been prior permission granted by the instructor to an individual student. Appeal - There is a classroom requirement for laptop use A student has the right to appeal an academic initiated by the instructor. or administrative decision. (See specific appeal • A student’s use of electronic devices in the procedures explained in this catalog.) classroom without prior permission, including cell phones, MP3 players, iPods, or pagers may If resolution of an appeal cannot be reached, result in the student being requested to leave the students may seek assistance from the Commission classroom, and an absence may be recorded for on Institutions of Higher Education of the New the student for that class. England Association of Schools and Colleges (cihe. neasc.org or at 3 Burlington Woods Drive, Suite Academic Progress & Performance Standards 100 Burlington, MA 01803; (855) 886-3272) or the Connecticut Office of Higher Education (ctohe. Purpose org). CTOHE addresses student complaints that Mitchell College requires all students to perform at relate to Connecticut General Statutes and for which minimum levels regarding their academic pursuits. all institutional grievance procedures have been This policy pertains to all students; however, it is exhausted. Please see the “Students and Families” imperative that students receiving Financial Aid section of the CTOHE website or you may contact pay particularly close attention to the standards as the CTOHE at 61 Woodland Street, Hartford, CT they can negatively impact aid eligibility. This policy 06105-2326; (800) 842-0229. complies with the Title IV regulations (34 CFR 668.34) that require an institution receiving Title College Policy on Student Electronic Devices in the IV aid to establish a policy that outlines satisfactory Classroom (FCW approved 12/2/09) progress as a set of qualitative and quantitative It is the right of every college student to be educated standards on progress toward graduation in an environment that is free from distraction requirements. from the educational activities being conducted in the classroom. To support students’ right to Definitions a distraction-free educational environment, the Good Standing: All students are considered in good following policy on use of electronic devices in academic standing upon entry and are reaffirmed as the classroom is recommended to all faculty and good standing following each term in which they earn students at Mitchell College: at least a 2.00 cumulative grade point average (GPA).

• All electronic devices, including cell phones, Academic Warning: The student’s performance is MP3 players, iPods, or pagers, must be turned off such that continued performance at this level is likely during class time. to diminish or eliminate the possibility of academic • In the case of medical emergency, or family need, success and graduation. Performance must be 43 improved or the student will be subject to Academic SAP: Abbreviation used for the term Satisfactory Probation or Dismissal based upon the chart below. Academic Progress.

Academic Probation: The student’s performance is Pace: Cumulative number of hours successfully such that the student is in academic danger. Continued completed divided by cumulative number of hours performance at this level will require separation attempted (see next definition). from the College. The student is required to create an Academic Plan with the Academic Advising Office Hours Attempted: Includes all enrolled courses with within the first week of the term in which s/he is incomplete grades, course withdrawals, and course placed in a probationary status. Moreover, the student repetitions in which the student was enrolled at the in this category is expected to secure additional help, conclusion of the Add/Drop period for each term. All curtail nonacademic activities, and reassess his/her transfer credits that are accepted will be counted both participation in an academic program. The Dean of as credits attempted and credits earned in the rate of the College or his designee may set specific academic completion calculation. expectations to be met. Failure to meet defined expectations will result in dismissal from the College. Financial Aid Warning: A status assigned when an enrolled student fails to make SAP at the end of a Dismissal: The student’s performance is such that the payment period. Mitchell defines the payment periods College believes the student cannot profit from the to be the fall, January, spring and summer terms. Mitchell experience. The student’s presence may be deemed detrimental to the success of other students. Financial Aid Ineligibility: A status assigned when Dismissal is generally irrevocable; however, students a student whose status was Financial Aid Warning do have the opportunity to appeal such standing once. but fails to make SAP at the end of the next enrolled payment period as defined above. Academic Suspension: This status is only used as an alternative to dismissal after an appeal if the Academic Financial Aid Probation: A status assigned when a Standing and Review Committee so determines that student fails to make SAP at the end of an evaluation the student should be reconsidered for enrollment period (which results in Financial Aid Ineligibility) but at a later date. Suspension prevents a student from has successfully appealed and has eligibility reinstated. enrolling at Mitchell College for a specific time, Note: Mitchell students placed on Financial Aid not to exceed one calendar year. Demonstration of Probation are required to establish, have approved and improved performance at another institution during follow a detailed Academic Plan with the Academic the suspension period is expected for a student to be Advising Office by an established deadline. A student reconsidered for re-enrollment while in this status. on Financial Aid Probation that fails to meet the Any student that is placed on suspension and is given conditions of his/her Academic Plan will not be the opportunity to re-enroll at Mitchell will return on eligible for further Financial Aid until satisfactory Academic Probation status with conditions outlined by academic progress is regained. the Academic Dean for the first semester s/he returns. THE POLICY Academic Dean’s Hold: A hold will be placed on Satisfactory Academic Performance a student’s academic record if a student with an Satisfactory academic performance and academic academic standing of Probation withdraws from status is based on the Grade Point Average (GPA) the College during a semester. Since the student will achieved at defined levels of credits enrolled. At the likely be unable to meet the academic standards end of each of our four semesters (fall, January, spring, required because of the withdrawal, the student will summer), all students enrolled will be evaluated for be required to petition to the Academic Dean prior academic performance and will be placed in one of five to being given the opportunity to re-enroll in any academic status categories: Good Standing, Warning, subsequent term at Mitchell. Probation or Dismissal. Also, Suspension may be used as a category if so determined by the Academic

44 Standing and Review Committee (ASRC) after hearing attend the appeal hearing; however, rare exceptions a student appeal. have been made. The decision of the Committee is final. A student may only appeal a dismissal one Students are expected to earn a minimum of a 2.00 GPA time, even if a prior appeal resulted in reinstatement. at all times. Students falling below the 2.00 minimum Students are informed in writing of the ASRC standard will be placed on Academic Warning or decision by the Registrar. Probation for one semester or academically dismissed as warranted. The cumulative GPA of students placed As noted above, the ASRC may suspend a student for on Warning or Probation must be brought up to at one semester or one year as an alternative to dismissal. least 2.00 by the end of the next immediate semester A suspended student may not enroll for the designated or the student may be academically dismissed from period. Requests to re-enroll at the end of a suspension the College. The following chart is used to determine is made by petition for reinstatement to the Dean at student status regarding Academic Performance: least one month prior to the start of a term in which enrollment is planned. ACADEMIC PERFORMANCE Satisfactory Academic Progress Mitchell College expects all matriculated students to make satisfactory progress each semester toward earning the declared degree. While the College recognizes that some students will move more quickly toward a degree, other students will need more time to Right to Appeal an Academic Dismissal accomplish degree requirements. Since many Mitchell Decisions regarding dismissal may be appealed to the College students receive financial aid, students must Dean of the College. The appeal must be in writing be keenly aware of the federal and state guidelines that and must be received by the Academic Affairs Office restrict financial aid offerings to students. no later than a date specified in the dismissal letter. The appeal should contain any new information or In accordance with national standards and federal extenuating circumstances that need to be considered guidelines, Mitchell College expects each student to about the student holistically. Student appeal progress toward a degree as defined in the following hearings are held within one week of the defined chart. appeal deadline by the ASRC. Students do not

45 It is crucial that all students receiving Federal Title Office no later than a date specified in the ineligibility IV financial aid (or other aid directly administered letter. The appeal should contain any new information or certified by Mitchell College) must maintain or extenuating circumstances that need to be satisfactory academic progress toward completion of considered about the student holistically. A student their degree program of study. As noted above, the appeal hearing will be heard within one week of the FULL completion time frame is defined as 150 % of defined appeal deadline by the ASRC. Students do the published length of the program. not attend the appeal hearing; however, rare exceptions have been made. The decision of the Committee Full-time students are expected to complete a is final. Students may only appeal a dismissal one designated minimum percentage of the academic time, even if a prior appeal resulted in reinstatement. credits in which they enroll each term. Mitchell Students are informed in writing of the ASRC decision College defines this rate of completion using the by the Registrar. number of credits in which a student has enrolled as of the conclusion of the Add/Drop period of each term. As noted above, students placed on Financial Aid All classes enrolled are calculated in this evaluation Probation who fail to comply with the conditions which includes any class for which a student withdrew, approved in the required Academic Plan will be repeated, failed or received an incomplete. ineligible for future financial aid and will be notified of such by the Financial Aid Office immediately upon the PROGRESS – FINANCIAL AID violation of the plan. Credits Completion Below If on Add/Drop Enrolled Rate Status Warning Once the semester starts, a student may discover that for 0 - 27 50% Warning Ineligibility one reason or another the previously arranged schedule 28 - 57 60% Warning Ineligibility is no longer appropriate and a change is desirable. For that purpose, Mitchell College has set aside the first 58+ 67% Warning Ineligibility six (6) days of classes as an Add/Drop period where a student may make valid schedule changes. Students who do not meet these minimum standards will be placed on financial aid warning for one To effect a change a student must meet with an semester. Students who fail to show satisfactory academic advisor who approves the change and enters academic progress at the end of the warning semester details into the computer. will be placed on financial aid ineligibility status. Financial aid ineligible students are not entitled to If there are seats available in the class requested and federal and Mitchell College financial aid funds until the new schedule will produce no time conflicts for they regain satisfactory academic progress. the student, a change will be allowed. Class availability during Add/Drop is severely limited. It is imperative Financial aid ineligible students may appeal this that a student develop an acceptable schedule during status. Students that successfully appeal will be placed the registration period. Courses dropped during this on probationary status. Students who successfully period are not reflected on the student’s transcript. appeal must create an academic plan to be approved by the Academic Advising Office by a designated Athletic Eligibility date. Probationary students must meet the approved Eligibility to represent Mitchell College in academic plan conditions to continue to be eligible for intercollegiate athletics competition requires than a any financial aid. student-athlete shall maintain satisfactory progress toward a baccalaureate degree at Mitchell as defined Student’s Right to Appeal Financial Aid Ineligibility in the College Catalog: page 31. because of failure to meet SAP Students have a right to appeal the College’s decision A student on unsatisfactory status who has not on financial aid ineligibility. The appeal must be in achieved satisfactory progress, after summer and/or writing and must be received by the Financial Aid fall study is ineligible for athletic participation. 46 Please refer to Student Athlete Handbook for further break, the student must wait until the College information on athletic eligibility. reopens to resolve the issue.

Auditing a Course No grade may be changed without the professor Full-time students (12 credits or more) may audit completing the Grade Change Form. any Mitchell College course with the permission of the instructor. They must register as an auditor Incomplete at the Registrar’s Office. No credit is earned. Students are expected to complete all course Part-time students also may audit courses on a requirements during the normal semester. The space-available basis. Total credits for a part-time Incomplete mark is given only when, due to student may not exceed 11 in any combination of nonacademic circumstances beyond the student’s courses taken for credit or audit. There is a fee for control, the student has not completed a relatively an audited course. small portion of course requirements. The work done to date of the petition must be of passing quality. The Determination of Enrollment Status Incomplete is given only to students who have been There are two different types of enrollment status. attending and have been making regular progress. Please read the following carefully and consult with an academic advisor if there are any questions. In exceptional circumstances when a student determines s/he may be unable to meet all course I. Full-time status: Full-time status is defined as requirements during the scheduled course period, being registered for twelve semester hours or the following guidelines and process are in place: above at the end of the Add/Drop week during each of the fall and spring semesters. Full-time 1. A student who believes s/he has a legitimate students are eligible for on-campus residency reason for missing a final examination or failing privileges and athletic participation. They pay the to complete course work may petition for a full College Fee. makeup examination or an extension to course work deadlines by completing a Petition for an II. Part-time status (fewer than twelve credits): Incomplete Grade in a Course Form and giving Students enrolled in fewer than twelve the completed form to the Office for Academic credits as of the end of Add/Drop week. Part- Affairs. time students are billed for tuition on the 2. The Incomplete is entered by the Registrar only existing scale. The issue of their contribution with prior approval. In all other circumstances, to the College Fee needs to be addressed. the instructor will assign a grade of F to course work or to examination requirements not met and Grade Changes then calculate the final grade for the course in the If a student believes an error has been made, the usual way. student has the right to appeal a grade received 3. If no grade is submitted by the instructor by the in a course. Within ten (10) days of receiving the last day of classes of the semester, the Registrar grade, the student should request, in writing, that will assign a grade of F for the course. the faculty member review the grade. The faculty 4. Any student who is granted an Incomplete must member will explain, in writing, how the grade complete all outstanding work, at the latest, by was calculated. If the student is dissatisfied with the last day of classes of the following semester. the outcome, the student has a right to appeal, in Therefore, incomplete work for fall semesters writing, to the department chair of the department must be completed and submitted by the last in which the course is taught. The department chair day of classes in May and incomplete work for notifies the student and the Dean of the College of spring and summer semesters must be submitted his or her recommendation. by the last day of classes in December. Failure to meet these deadlines means that the Incomplete If the faculty member or department chair is will revert to the original grade submitted by the unavailable in the summer or during the winter faculty member or an F if no grade was submitted. 47 5. The final grade for the course will be calculated 15. The course is graded and normally carries three by the instructor and submitted to the Registrar credits. upon completion of course requirements by the last day of classes of the semester. Change of Major 6. Please note that because a GPA cannot be Once students have embarked on a particular calculated for the semester in which the academic program, they may discover that the Incomplete is entered: (i) any student who has an major selected does not fit their skills, interests and Incomplete mark on the transcript is not eligible abilities. If they decide to change majors, they must for inclusion on the Dean’s List or Commendable meet with their academic advisor to discuss the Scholars List for that semester; (ii) eligibility for proposed change. A change of major may require a financial aid may not be determined until the reexamination of transfer credits, a change in the Incomplete is removed, thereby delaying essential applicability of currently completed credits and decisions which are made by the Financial Aid possibly a delay in graduation. Changing a major Office. may affect their graduation date. It is important to realize this before the change is completed. A Independent Study student must obtain signatures from the Academic The opportunity to pursue an Independent Study is Advisor and the Department Chairs of the Exiting extended to a small number of sophomores, juniors and Entering Departments. The Change of Major and seniors who wish to explore areas that are not form is then forwarded to the Registrar’s Office so represented in the curriculum. It is defined as an the permanent record can be updated. Students individual library or laboratory research or creative wanting to move from an associate degree program arts project under the direct sponsorship of a full- to a bachelor degree program must apply for the time faculty member. Independent Study requires status change through discussion with the respective traditional academic work involving reading, department chair. writing and experimental or special projects. Registration (fall and spring) To arrange for an Independent Study, the student During the spring semester for the subsequent must define the project, find a faculty sponsor, and fall and during fall semester for the following obtain approval from the department chair for the spring, Mitchell College provides students with the course prior to the start of the semester in which opportunity to select the courses they wish to take the Independent Study will be taken. The faculty during the next semester. Prior to the actual dates member, the department chair and the Academic of registration, students are provided with copies of Dean must approve the project in order for the the Semester Schedule and the necessary registration student to register for the course. materials so that they may plan their schedules. The student is expected to meet with an academic Approval will be based on a written application advisor to ensure that his/her selection of courses form available from the faculty sponsor or the is academically and programmatically sound. The Registrar’s Office. It will require evidence of: academic advisor enters registration details into the • The academic merit of the study computer and spaces are reserved in classes pending • The availability of resource material payment of the tuition bill. • The student’s own capacity to undertake the work, including a copy of the student’s transcript. Repeat Courses Any student wishing to repeat a course at Mitchell The minimum GPA to be considered for an College may do so. The higher grade will be used to Independent Study is 2.5. Once approved, the student calculate the Grade Point Average. Both courses will will meet with the instructor once each week for one be listed on the transcript. hour, although in some circumstances the nature of the subject matter may dictate less frequent meetings Students also have the option of repeating the course of longer duration. However, the minimum number at another accredited institution with prior approval of instructional hours in any given semester must be from the Mitchell College Registrar. They must earn 48 a grade of C or better to transfer the credit back to • Testing Accommodation Request forms are to be Mitchell College. If the transfer course is accepted, completed by the student, the course instructor it will fulfill their graduation requirement and both and signed by the DSS. courses will be listed on their transcript; however, • The student delivers the signed form to the neither grade will be used to calculate their Grade faculty member. Point Average. • The faculty member will stipulate on the form any special test conditions (i.e., use of a Substitution of Courses calculator, class notes, outlines, etc.) that may be There may be times when the requirements of a permitted during the test/exam. particular degree program do not exactly match the • Due to the large number of requests for testing student’s needs. Under special circumstances, it may accommodations, students are instructed to be possible for a student to arrange to substitute one return completed Testing Accommodation particular class for another within the curriculum Request forms to the DSS at least three days prior that the student is pursuing. Since the purpose of to the test date and, in the case of Final Exams, a course substitution is to tailor the curriculum to one week prior to the last day of classes. a particular student’s needs, permission for the • If the accommodation is to take place with DSS, substitution must be obtained before the student a copy of the test/exam must be delivered to registers for the course. To obtain permission for DSS one day prior to the test/exam date by the substitution within a curriculum, the student must faculty member. first obtain a Course Substitution form from his/ • The faculty member must retrieve the completed her academic advisor or the Registrar’s Office. test/exam from the DSS no later than one day The student must then make an appointment with after the test/exam date. his/her academic advisor. The form requires the • Please note: The DSS staff will not proctor a test signature of the Department Chair. The form is or exam that has been hand-carried to the Center forwarded to the Office for Academic Affairs and by the student, and will not allow a student to then to the Registrar’s Office where the curriculum hand-carry a test or exam back to the faculty notation will be made. member.

Testing and Examination Final Examinations and Assessment All Tests and Examinations • A final assessment of outcomes in terms of Because of the requirement to submit interim student ability is mandatory in all courses. semester grades, testing or some assessment • Final assessments may take many forms, procedure before four and seven weeks is necessary including traditional final examinations at the in first and second year courses. In third and conclusion of each semester according to a fourth year courses, semester tests are given at the schedule published by the Registrar. discretion of the faculty member. However, the • Missed final examinations and other assessments results of this testing provides valuable information cannot be made up unless there are exceptional to the Academic Standing and Review Committee circumstances. in determining student status and it is urged in all • Assessment is the decision of the faculty member. courses irregardless of level. However, the method of assessment, percentage of grade and calculation of final grades must be Testing Requiring Accommodations made clear to the student on the course syllabus. Any testing or final examination accommodation • Faculty are also required to keep on file records requested by a student and supported through of assessments and final grades for one year. documentation on file in the Disability Student Services Office (DSS) is the responsibility of the faculty Final Examinations Requiring member. However, the DSS staff is available to assist Accommodations with any testing accommodation requests. If assistance Any final examination accommodation requested by a is requested from the DSS, the following procedure student and supported through documentation on file must be followed: in the DSS is the responsibility of the faculty member. 49 As noted, the DSS staff is available to assist with transfer credits may not apply in their chosen major. any testing accommodation requests. If assistance is requested from the DSS, the same procedure must be Transferring Courses from Another Institution as a followed: Matriculated Mitchell Student: • Testing Accommodation Request forms are to There are circumstances, such as the need to make be completed by the student and signed by the up a missed course, where it may benefit a student Disability Specialist. to take a course away from Mitchell College. This is • The student delivers the signed form to the especially common during the summer. However, faculty member. The faculty member will bachelor degree candidates must earn their last stipulate on the form any special material (i.e., thirty (30) credits at Mitchell College. use of a calculator, class notes, outlines, etc.) that may be permitted during the test/exam. Please Should such circumstances arise, it is necessary that ensure that the form is completely and accurately the student secure permission from Mitchell College completed. to take the course, prior to registration for the course. • Due to the large number of requests for In order to secure permission, the student must final examination accommodations, students obtain a catalog description of the course and submit are instructed to return completed Testing a hard copy to the Registrar’s Office at Mitchell Accommodation Request forms to DSS at least College. The Registrar will review the description one week prior to the last day of classes. and verify that it is an appropriate equivalent to • If the accommodation is to take place with DSS, a the course at Mitchell College. If the replacement copy of the exam must be delivered by the faculty is valid, a notation will be made on the student’s member to DSS one day prior to the exam date. file. The student is responsible for making sure that • The faculty member must retrieve the an official transcript is submitted to Mitchell. The completed exam from the DSS no later than one course must always satisfy the same requirements as day after the exam date. any course reviewed for transfer credits.

Please note: The DSS staff will not proctor a final Articulation Agreements examination that has been hand-carried to the The College has in place a transfer policy which Center by the student, and will not allow a student allows for the transfer of credit from regionally to hand-carry an exam back to the faculty member. accredited institutions for appropriate coursework completed. In addition, the College has articulation Transferring Courses agreements with institutions from which there is a Transferring to Mitchell College from Another pattern of student transfer. These agreements are Institution: revised periodically as curricula changes occur. A student who has accumulated college credits at another institution must submit official transcripts Withdrawal from a Course of those credits prior to acceptance as a degree After the Add/Drop period has ended, a student candidate if the student wishes to have those may discover that special circumstances warrant credits apply to a Mitchell curriculum. In order to discontinuation of a particular course. Withdrawal be accepted as transfer credit, a course must have a from any course without academic penalty may grade of C - or better (except in the case of a repeat be permitted up until the date specified on the course, which must have a grade of C or better), fit Academic Calendar. To withdraw from a course, into the Mitchell curriculum, satisfy a requirement a student must obtain a Course Withdrawal form or elective, and carry credit from an accredited from the academic advisor or at the Registrar’s institution. Credits which are not applicable to office, assure the form is completed and signed by the Mitchell curriculum, even though they may all parties noted on the form, and deliver the form otherwise be perfectly acceptable for transfer, will not to the Registrar’s Office. A notation of W is recorded be accepted for credit. The grades earned for transfer for the course in question. A grade point value is not credits cannot in any way be used to calculate the assigned to the W notation. student’s Grade Point Average at Mitchell. Some 50 If a full-time student withdraws to below twelve (12) of receipt of the letter to meet with the advisor credits during the semester, s/he could lose eligibility and instructors to resolve the situation. If the to live in College housing and may lose financial aid. student does not contact his or her advisor and The Dean of Students will make the decision about instructors and the situation is not resolved, the residence hall status. Students requesting a disability student may be dismissed by the ASRC. related reduced course load must be registered with 2. Re-admittance to the College is not possible Disability Student Services. within the same semester. For subsequent semesters, re-admittance is by appeal to the If a student withdraws to below twelve semester Academic Standing and Review Committee. The hours, s/he will lose eligibility to participate in the appeal should be filed through the office of the Dean athletic program. of the College. 3. Administrative Withdrawal for Non-Attendance Process for withdrawal to below twelve (12) semester or Non-Compliance with Course/Faculty hours: Standards - Students who are absent one-half or 1. In order to withdraw to below twelve (12) more of all class meetings in all courses by week semester hours, the full-time student must four of a semester may be notified in writing by meet with the Academic Advisor who will sign the instructor of the possibility of their being a Withdrawal form and, if approved, provide a administratively withdrawn from the College. rationale for the approval. The student so notified will be given until five 2. The student must meet with the instructor, who (5) week days from the date of the notice to must sign the form. meet with advisors and instructors to resolve 3. The student must then sign the Withdrawal form, the situation. If attendance has not improved by indicating that s/he has read the above policy week seven, the student may be withdrawn by and understands the implications on housing, the ASRC. The Academic Standing and Review athletic participation, and financial aid status. Committee may administratively withdraw a 4. A resident student wanting to remain in campus student from all courses. housing must, at the same time as preparing the 4. An individual instructor may request the ASRC Withdrawal form, get written permission from to process an administrative withdrawal from the Dean of Students. That letter will accompany his or her course if attendance is unsatisfactory. the Withdrawal form when delivered to the Re-admittance to the College is by appeal to the Registrar’s Office for recording. Academic Standing and Review Committee. The 5. The decision will be copied to the Dean of appeal should be filed through the office of the Students and as necessary, the Director of Dean of the College. Financial Aid, the Academic Advisor and the 5. If a student does not attend class during the Bursar. first two (2) weeks of the semester, s/he may be removed from that class list by the Registrar. Policy on Withdrawals and Dismissals that Occur During a Semester Withdrawal from the College 1. Administrative Dismissal for Non-Compliance In the course of a student’s enrollment at Mitchell, it with Academic Requirements - A student who, may become necessary for him or her to discontinue after review by the Academic Standing and participation in all classes during a given semester Review Committee (ASRC), is deemed not to and leave the College for the remainder of that term. be meeting basic academic requirements in To ensure that a student does not receive grades all course work, attendance, and attention to of F on all courses in progress, it is important to responsibilities and who started the semester on withdraw officially from the College. probationary status may be dismissed from the College any time after the fourth week of the A student may officially withdraw from the College academic semester. The student will be notified anytime during the semester up until Noon on in writing of the possibility of dismissal and the last full day of classes prior to the start of the will be given five (5) week days from the date Final Exam period. The Bursar’s Office maintains 51 a chart of refund amounts associated with the date prior to the start of a semester and include a definite of withdrawal. It is the student’s responsibility return date at the start of a semester, accruing to no to understand, in advance of the request, the more than two (2) full years after the student departs. implications (including financial) in withdrawing. A formal request for the leave needs to be made by To withdraw officially from the College, a student the student. must meet with an academic advisor. The purpose of this meeting is not to question the student’s decision To request a leave of absence, the student should but rather to make sure that all options have been review the option with his/her academic advisor and explored and that the best possible resolution of the to ensure that the decision is in the student’s best circumstances is achieved. interest. The student writes a letter to the Academic Dean requesting the leave and explaining the Once a determination has been made that a circumstances and then delivers it to the Academic withdrawal is the best course for a student to follow, Affairs Office in Mitchell Hall. The Academic Dean the academic advisor will generate an electronic will review the request, consult with the Academic Withdrawal Form which is sent to necessary campus Advisor and Department Chairperson, and then offices and the student’s faculty. This form officially notify the student of the decision regarding the notifies specific administrative offices that the request. student will be ending his/her attendance at Mitchell for that semester. This notice will also allow the While on a Leave of Absence, the student is expected Registrar’s Office to convert the final grades for all of to inform the College of any changes in the planned the student’s courses to W. return date. Under no circumstances will a leave of absence be extended beyond two (2) years. If a Leave of Absence from the College student does not comply with the leave of absence The purpose of a Leave of Absence is to allow a regulations, s/he must apply for readmission at the student to separate from the institution for a finite Admissions Office. period of time and to reserve the right to return within two (2) years without requiring readmission to the College. A leave of absence must be requested

52 Requirements for a Mitchell College Degree

The requirements for a Mitchell College degree are American Institutions: At least one course designed to embody the College’s definition of an designated AI. educated person and to reflect the goals of Mitchell College’s Mission Statement. Requirements aflobal/ Gral Perspectives: At least one course designated G. Intercultuford students the opportunity to acquire the knowledge, values and competencies to become Understanding Diversity: At least one course successful, responsible and productive citizens in designated D. the diverse and global society of the 21st century and also provide the skills necessary to meet the Social Responsibility: At least one course designated challenges of students’ academic, professional and SR or participation in one semester (for Associate personal goals. students) or two semesters (for Bachelor students) in a community or college service activity or College- Mitchell College is dedicated to providing a challenging sponsored club or organization. education to all students including those who may be under prepared academically, possess untapped The courses in these five categories may meet a potential and who may have learning differences. Content Area Requirement (see II below) or a Major Requirement (see IV. below) but not both. The learning objectives are met through courses and activities that span our four-year and two-year degree I. Ability Based Education (ABE) programs. By integrating the general education and ABE partners the intellectual abilities cultivated by major degree programs, students are provided with the liberal arts and sciences with the professional a unique educational opportunity which is relevant skills and personal development required to compete not only to their interests and learning styles but to in the global economy. The seven Abilities are contemporary society. introduced in the First-Year Experience. Initial assessments at new student orientation assist the Degree Requirements student in recognizing current strengths and For entering first-year students in Fall 2013 and identifying areas for further development. thereafter, the General Education requirements are met through: As students progress through their program of I. Ability-Based Education (ABE) Requirements study, they will collect evidence (papers, videos, II. Content Area Requirements presentations, projects, etc.) that document their III. College Requirements level of mastery. There are three levels of mastery: IV. Major Requirements 1. Developing 2. Competent Important Note for Students Enrolled at 3. Distinguished Mitchell Prior to Fall 2013: Returning upper class Mitchell students and new students transferring to To meet graduation requirements, students must Mitchell College from another accredited college successfully reach the level of Competent in five or university, that is entering as other than a first- (5) of the seven (7) Abilities. The seven Abilities year, first time student, are obligated to complete are embedded throughout the curriculum in such a coursework in the following secondary areas, as way that through the General Education and major described in place of ABE: requirements, students will be exposed to most, if not all, of them. Ethics and Values: At least one course designated E (the particular course may be designated by the Though some courses address several Abilities, major). each course is associated with one of the Abilities 53 to the point that this Ability is called the Dominant based on ethical and moral reasoning; and interpret Ability (DA) embedded in that course. It is only the the importance of citizenship. Dominant Ability that is credited when the student satisfies the requirements for it with the requirements • Social Interaction DA: SI of the course. The Dominant Ability is coded in the Identify and demonstrate social behaviors essential Course Description section of the catalog. The code to effective human interaction; identify intra- and for each ability appears here after its title: interpersonal strengths critical to effective processes; identify and improve interpersonal weaknesses; • Critical & Creative Thinking DA: CCT demonstrate behaviors critical to effective group Evaluate information and ideas; identify multiple interaction; and demonstrate positive social perspectives and assess different forms of intrapersonal/interpersonal skills essential to arguments; hone decision-making skills; and seeking, securing, and performing work within one’s distinguish the practical skills and techniques of chosen field. creative thinking. II. Content Area Requirements • Communication DA: C To develop an appreciation of the liberal arts and Convert thoughts and ideas through writing and sciences and to ensure an adequate breadth of speaking; construct alternative nonverbal ways of knowledge as a foundation for continued learning, communication; interpret the driving purpose, main students are required to take courses in each of the point, sub-points, meaning and significance of a following five content areas (the goals of the general given piece; and employ active listening skills. education program are reflected in the general education objectives of the specific content areas): • Diversity & Global Perspectives DA: D Interpret the world as a socio-culturally diverse • Humanities environment; understand how world cultures shape For Associate and Bachelor Degrees: opinions, perceptions and judgments; identify levels Literature: 3 credits of interdependence among economic, political, Fine Arts: 3 credits in Music, Art or Theater cultural and environmental models of human History: 3 credits interaction; and explain the roots of globalization. In addition, for Bachelor Degrees: Humanities elective (Literature, Fine Arts, History, • Information & Communication Technology Literacy Philosophy, World Language, Humanities): 3 DA: ICT credits Interpret the need for and how to locate At least one of the four courses must be at or information, including Internet and database above 200 level. sources; construct an organizational scheme that • Social and Behavior Sciences enables one to assess the relevance and utility For Associate and Bachelor Degrees: of information for a specific purpose; interpret PY105, SO103 or HD108: 3 credits conclusions from information originating from In addition, for Bachelor Degrees: multiple sources by critical adaptation and analysis; Psychology, Sociology, Human Development, and explain information persuasively and ethically Economics, or Government as designated: to various audiences. 3 credits • Mathematics • Analysis & Problem Solving DA: APS For Associate Degrees: Determine the nature of problems, observe Determined by placement test and at a level set problems, analyze situations at multiple levels, and by the major program: 3-4 credits (C- or better) seek solutions appropriate to the discipline. In addition, for Bachelor Degrees: Selected course must be at the level of MA104 or • Values, Ethics & Social Responsibility DA: V higher Engage in social service activities on and off- campus; construct, synthesize and make decisions 54 • Natural Sciences (Life and Physical Sciences) IV. Major Requirements For Associate Degrees: The Major Requirements provide the opportunity to 4 credits apply and integrate the abilities, skills and knowledge In addition for Bachelor Degrees: imparted by ABE, the content area requirements, and 4-8 credits, courses may be both in the Physical the College requirements. Each major also requires or Life Sciences or one course from each area a capstone, internship or other course(s) that allows • Physical Education and Health for the integration and assessment of these abilities, For Associate Degrees: skills and knowledge. One season intercollegiate sport OR one PE Skills course OR one PE three credit course. General Education Course Requirements for For Bachelor Degrees: Associate’s Degree: Two seasons intercollegiate sport OR two PE A minimum of thirty-three (33) credits, exclusive of Skills courses OR one PE three credit course. credits earned in PE skills courses.

III. College Requirements General Education Course Requirements for Regardless of major, students fulfill the College Bachelor’s Degree: Requirements by completing a core selection A minimum of forty-two (42) credits, exclusive of of foundation courses that help you reach a credits earned in PE skills courses. predetermined level of competency in the key areas of written, oral and electronic communications. SPECIAL ACADEMIC PROGRAMS Students in every major must take: • CW101 Introduction to College Writing Community Service • CW102 College Writing and Research Mitchell College strongly encourages students to • CO103 Effective Presentations participate in community service as a means to • FC101 First-Year Seminar contribute to society and broaden their learning • FC120 Information Technology Literacy experience. Community service is an integral part These courses provide the foundation for a successful of the Mitchell Valued Potential program and is a Mitchell experience. required part of some courses.

The writing competency ensures that students will One of the elements of the General Education graduate from Mitchell with improved writing Program requirements is Social Responsibility. skills and be able to communicate in well planned, Students will understand the importance of being a clear, concise, and thoughtful writing. The effective responsible member of society and participate in a speaking competency promotes confidence in community or College service activity. The College the oral presentation of ideas, and as preparation maintains an active directory of area not-for-profit for professional life. The information technology agencies and organizations to help students find competency gives an understanding of how appropriate service opportunities. Students are technology is used as a tool across all disciplines and encouraged to volunteer for College-sponsored the impact of these uses on individuals and society, events and activities as a means to contribute to the as well as enhancing practical skills. overall mission of Mitchell College.

55 Academic Support Services

The Mitchell College community shares the belief that effort to help students weave academic knowledge with in all cases Academic Support Services are important occupational realities, networks, and protocol, all vital to a student’s academic success. The support services elements in achieving lasting professional success. available at Mitchell College include: Tutoring Center • The Academic Advising Center The primary goals of the Tutoring Center are to • Career Services offer free tutoring in most subjects and to assist in • The Tutoring Center improving writing, research, and computer skills. • The Bentsen Learning Center The Tutoring Center offers the following services:

The Academic Advising Center • Individual and group sessions by appointment or Mitchell College recognizes that the number one walk-in contributor to academic success is comprehensive • Special help in developmental writing and basic academic advising. The academic advising staff is composition comprised of full-time academic advisors, faculty • Assistance in library research and term paper and specialists. They are professionally trained to writing help in all aspects of the transition to college, day-to- • Assistance in writing across the curriculum day challenges of college life, and most importantly, • Test and exam preparation with making sound decisions in an academic • Sessions on improving study skills program. To provide the best possible academic guidance, students and their advisors will work in All staff members possess firsthand experience collaboration with College and professional staff, in the subjects they tutor. A member of the staff is including Career Services, the Learning Center and available to assist in making appointments and for the Tutoring Center. answering any questions about the Tutoring Center and its offerings. Career Services Career Services plays a vital role in realizing the Bentsen Learning Center College’s mission. Staff assist students to conduct The Bentsen Learning Center (BLC), established in realistic self-assessment, explore a variety of academic 1981, is a fee based, comprehensive academic support and career paths and present themselves to employers program for students with diagnosed learning confidently and professionally. Services available to disabilities and/or ADHD. The primary goal of the students and alumni include: BLC is to promote the effective and independent use • Individualized career counseling of strategies that will assist students with learning. • Resume and Cover Letter writing instruction and Students are taught how to apply strategies to revision. specific content courses while learning how to self- • Assistance with job, internship and graduate monitor their progress. They work on developing school search their skills in areas that include test preparation, text • Interview skill development and online mock reading, writing, self advocacy, time management, interviews organization, and technology. • Myers Briggs Type Inventory and Strong Interest Inventory assessments. Mission Statement • Local job fairs and professional speakers. The Bentsen Learning Center Program, a personalized academic support program, partners With an abilities-based focus, Career Services fosters with students with learning disabilities and attention growth in becoming productive, global citizens of the deficit disorders to facilitate academic growth, 21st century. We link Mitchell’s constituencies in an independence, self awareness and career readiness. 56 Guiding Principles the development of career readiness skills and The Bentsen Learning Center at Mitchell College interpersonal communications. This level is for holds these values as guiding principles for working juniors and seniors only. with students: Application Process • Encourage development of positive self-regard Students who are interested in participating in the • Encourage a sense of responsibility Bentsen Learning Center Program must first meet • Encourage a sense of independence the entrance requirements of Mitchell College. To determine eligibility for the Program, students must Bentsen Learning Center Program Description submit the following: The Bentsen Learning Center Program offers four • Documentation of a Learning Disability or ADHD levels of academic support that are designed to • Unedited writing sample address the different needs of students. Students • Completed BLC Application work with learning specialists and technologists to develop learning strategies and career readiness For additional information, please contact the BLC skills in individual and small group sessions. Director at (860) 701-5145.

Support Levels Academic Coaching for Empowerment (ACE) Academic Coaching for Empowerment is a student- Level 1 is a comprehensive academic support service driven program designed for students with ADHD designed to assist the student’s transition from high or executive functioning challenges. Students, school to college. At this level, learning specialists meeting with their coaches, direct the session as arrange to meet individually with the student three they set goals and prioritize their short term goals times each week. The content and structure of the and formulate an action plan for achieving those sessions are determined cooperatively by the student goals. The frequent check-ins with a coach provides and the specialist through the setting of goals, thus the structure and feedback to keep students on track establishing an individualized program of support and develop planning and organizational skills in a for each student. In addition to the close individual nonjudgmental environment. attention, students receive frequent contact and structured follow up. The support provided by the ACE coach differs from the support offered by the learning specialists. Level 2 is a modified tier of support offering services Academic coaches allow students to direct the to students who have successfully managed the sessions while learning specialists are directive transition to college level academic work and have in their approach with students. While learning been recommended to move from Level 1 to Level specialists focus on guiding the students in 2 or begin at Level 2. This level is designed for developing and applying learning and writing students who are ready to take responsibility for strategies, ACE coaches work with the students to their educational needs and goals. Students receive develop student self-awareness and confidence as two individual appointments each week. Learning well as, decision making and prioritizing skills. specialists will continue to review overall progress, Academic Coaching is available, at no extra cost, to discuss improvements, and make recommendations. students who participate in a BLC fee –based level of support. Level 3 support is appropriate for students who have demonstrated the application of learning strategies ACE is also available to students who do not successfully, but who may still need limited participate in the BLC program for an additional support. Students who receive Level 3 support work charge. For more information, please contact the individually with a learning specialist once a week. BLC Director at (860) 701-5145.

Level 4 students receive one weekly group appointment with the focus on continuing in 57 Disability Student Services In accordance with the Americans with Disabilities Amendments Act (2008) and Section 504 of the Rehabilitation Act of 1973, Disability Student Services (DSS) is committed to ensuring that a qualified student, on the basis of his/her disability, will not be excluded from participation in, denied the benefits of, or otherwise be subject to discrimination under any College program or activity.

Disability Student Services determines eligibility, approves and coordinates services, auxiliary aids, and academic accommodations to qualified students with disabilities.

Disability Student Services is committed to equal accessibility and supports students with disabilities in advocating and engaging in the campus learning and living community to maximize their ability to succeed.

How to apply for services: • Student fills out and submits a Request for Services form (see forms on www.mitchell.edu) • Student sends in documentation related to his/ her disability • Student sets an appointment to meet with DSS to discuss accommodation needs (this can also be accomplished through phone conversations/ Skype/questionnaire)

Visit DSS site on www.mitchell.edu for more information on policies, procedures, and forms.

Please call, e-mail or visit the office with questions or concerns. Phone: 860-701-5790. Fax: 860-701-5790

58 Library and Information Services (LIS)

Mission and Purpose Curriculum Support Library and Information Services (LIS) is dedicated Curriculum Support provides research instruction, to the support of teaching, learning, scholarship, and reference services, and collection development innovation by: through the following initiatives: • Vitally supporting a learning/living environment • Curriculum integrated ICT literacy for all that is respectful of ideas, individuals and first-year students. The Curriculum Support scholarly pursuits; team works closely with the LIS Educational • Developing proactive, student-centered services; Technologist to ensure that a strong foundation is • Providing access to relevant technology and laid for first-year students through the First-Year information resources accessible in a variety of Experience, specifically in the First-Year Seminar, formats; and College Writing and Research courses. • Initiating and sustaining campus-wide • Customized in-class instruction for all levels of partnerships. users. Class presentations are tailored either for a particular assignment or to cover a variety of LIS furthers Information and Communication specific topics and emphasize active learning; Technology (ICT) literacy as one of the seven effectiveness is achieved through the cultivation core competencies in the College’s Ability Based of close partnerships with faculty and ongoing Education model. Through a proactive and assessment of learning outcomes. curriculum-integrated approach to ICT literacy, • LIS web presence that serves as a dynamic virtual LIS actively promotes the development of lifelong extension of collections, programs, and support learning by empowering individuals with the ability services; and that supports meaningful research to find, evaluate, and use information efficiently, and information seeking pursuits. effectively, critically, and ethically. • Web-based research and course guides (known as LibGuides) designed to target the best online Facilities resources for reliable research and information. The Mitchell College Library resides on two levels • Student support at any time during Library hours, attached to the Bond House on the southeastern both within the Library and via online reference corner of campus. The Library houses circulating, services. reference, and periodical literature collections in • One-on-one consultation by appointment for print and non-print formats. Quiet study and students who would like extended and focused collaborative learning alike are supported in a guidance in developing research strategy and welcoming atmosphere. exploring different information sources. • Collection development efforts that primarily Flexibility in the use of space within the Library target resources for building virtual collections is achieved through wireless network access on of distinction, while also supporting current and both levels and the availability of circulating relevant in-house collections. Such resources laptops. Instructional and training space may be include research databases, electronic books and accommodated as needed on the lower level. In journals, and audiobooks. cross-disciplinary support of curriculum, the Library presents a variety of art exhibitions and Educational Technology hosts other cultural events throughout the course of Educational Technology provides classroom the academic year. technology support, media services, and technology integration into the educational experience through:

59 • Support of ICT literacy in partnership with the Archival Collections Curriculum Support team through classroom LIS facilitates access to primary historical resources instruction in the effective and appropriate use of through: communication technologies. • Organization and management of the College • Individualized support of students in utilizing Archive. presentation tools and applications. • Membership in the New London Historical • Promotion and advocacy of accessible technology Society in support of curriculum related research. in support of the student learning experience. • Guidance to faculty on current trends in Student Employment and Internships educational technologies and technology-enabled LIS offers a variety of opportunities for Mitchell learning spaces. College students to gain professional experience in a • Faculty consultation in the strategic selection work environment. Students assist with a wide range and use of technology for enriching teaching and of services including Library front desk operations, learning. collections processing, and archives management.

User Services Contact Us User Services provides front-line operations essential LIS staff offers one-on-one assistance with any of to the use of Library collections and technology- the above services. Answers to many questions and based resources, including: access to a variety of resources are also available on the LIS website via www.mitchell.edu. • Library hours that are tailored to meet the needs of students and that are extended leading up to E-mail: [email protected] and during exam periods. Phone: (860) 701-5156 • Circulation and management of a wide range Text or chat via: www.mitchell.edu of physical collections including books, videos, music, audio books, juvenile literature, and course reserves. • Servicing of educational technology needs through the circulation and management of laptops, camcorders, digital cameras, and related presentation equipment. • Interlibrary loan and transit hold services in partnership with Libraries Online, Inc. (LION), a consortium of approximately 30 Connecticut libraries committed to direct sharing of resources; as well as state- and nation-wide cooperative lending services. • Coordination with the Educational Technology unit for the delivery of video-on-demand and streaming services. • Support of students, faculty, and staff in the use of campus and Library technology, including one-on-one assistance with wireless network connectivity, printing, Microsoft software applications, and Mariner Mail. • Technology purchasing discounts, including those with Dell, Apple, and Microsoft.

60 First-Year Experience

The First-Year Experience (FYE) utilizes the talents over the first two semesters and include: First-Year of our best faculty, staff and students in a wide range Seminar (FC101), Introduction to College Writing of exciting academic and co-curricular initiatives (CW101), College Writing and Research (CW102), designed to foster a sense of belonging and adven- Information Technology Literacy (FC120), and turous exploration. The experience begins shortly Effective Presentations (CO103). These courses are after the student is admitted to the College and linked through a collaborative format utilizing a extends through to their designation as a sophomore team of instructors, project based instruction and through appropriate credits earned. Students are ability-based assessment. Learning objectives for this welcomed in by a series of pre-enrollment opportu- suite of courses include: building competencies and nities to engage in and be introduced to our unique skills, increasing academic and civic engagement campus culture. Upon arrival on campus, FY stu- and providing an introduction to Mitchell College’s dents follow a two semester, five course sequence Ability-Based Education. During the fall semester, which forms the core of the experience. Intentional students are also enrolled in the introductory course academic support, student life and co-curricular of their declared major. New students who are unde- programming create a holistic model for student clared about their academic direction are enrolled development over the course of the FYE journey. in the one-semester course entitled Discovering the Students are given the opportunity to explore where Human Adventure (HU101), as their introduction to they fit in through outcomes in and out of the class- academic options. room emphasizing identity development and dem- onstration of the student as an engaged member of First-Year Seminar the class unit, participating member of the Mitchell First-Year Seminar helps new students in their first community, curious scholar and responsible citizen semester engage quickly in academic and student life of the greater world. Curricular and programmatic on campus. This course assists students with adjust- planning is encouraged to incorporate the examina- ing to the intellectual and personal challenges of the tion of Mitchell’s institutional values: INdividuality, college environment. Through self-confrontation INclusion, INvolvement, INnovation and INtegrity. and feedback, students taking this seminar learn to better understand themselves, their role in the aca- FIRST-YEAR ACADEMIC EXPERIENCE demic community, and ultimately, forge lasting ties with their professors and classmates. FC101 will be First-Year Interest Group (FIG) waive automatically for a student who transfers in First-year students are assigned to FIGs in their first 24 or more credits from an accredited institution of semester according to a common academic interest. higher education. These groups explore the topics and issues related to their chosen path. Those who arrive at Mitch- Common Read ell undecided about their academic route are also The Common Read provides the FYE community a grouped together to allow for a broader survey of shared compass point by which to navigate the aca- options. During the second semester, students are demic and co-curricular landscape. The objectives of grouped across disciplines as they work towards the program include setting academic expectations, common learning outcomes in the core curricu- building connections across the curriculum and lum. Students are encouraged to communicate their creating a community of learners with a common unique perspective and make connections through purpose and diversity of ideas. Chosen by a commit- writing, presenting and technology. tee, the book is utilized in the first-year core courses including College Writing and First-Year Seminar. CORE CURRICULUM Co-curricular programming is offered throughout The first-year core courses create the foundation the academic year connected to the book’s themes. for academic inquiry and success. They are spread 61 Ability-Based Education help students make a successful transition to col- The vision of Mitchell College emphasizes not only lege. Academic tutors provide, for no additional cost, mastery of content, but learning those abilities nec- one-on-one sessions in academic subject areas, as essary to apply knowledge in everyday practice. well as programs to help improve writing, research, Our approach to learning encourages and supports and study skills. Tutors are paid professionals hold- students as they engage in a learning process that ing Bachelor’s or Master’s degrees in content subject transforms them into effective members of our ever- areas. changing world. Students will begin in their first year to work towards developing their competencies First-year academic success and engagement is in the general education abilities: directly linked to the experiences students have out- side the classroom. Students who actively engage in 1) Critical and Creative Thinking, campus life activities are more likely to be academi- 2) Communication, cally successful. Student Life offers a wide spectrum 3) Diversity & Global Perspectives, of opportunities to involve and connect students. 4) Information & Communication Technology Programs are designed to help first-year students Literacy, achieve a deeper level of connection to the Col- 5) Analysis and Problem Solving, lege through student activities, leadership develop- 6) Values, Ethics and Social Responsibility, and ment, service opportunities, residential options and 7) Social Interaction. healthy recreational experiences. Career Services partners with students to prepare them to chart their First-Year Experience Services And Support own path. Beginning in the first year, career initia- Academic support for first-year students is com- tives enable students to explore academic majors prehensive and developmental. Professional advi- and open career vistas across the curriculum. The sors play a critical role in our FYE. Advisors review Student Life staff is committed to support students incoming student academic preparation, assign class as they discover relevant connections, make healthy schedules, develop early intervention strategies for choices and find their unique place within the com- students at risk, monitor academic progress and munity.

62 Programs and Degree Offerings

Mitchell College’s academic programs offer an Mitchell’s academic core requirements, which help exceptionally wide range of disciplines. Founded in build a foundation for learning, are an integral the liberal arts tradition, our courses of study provide part of all academic major programs. In these a strong academic B.A.se and solid preparation for classes, students will learn to reason logically further study or career. Each semester, students and communicate clearly, become familiar with create a schedule to best suit their academic goals, modern scientific concepts and important historical combining required courses with a diverse selection developments. They will graduate with proficiency of electives. Courses in the major often begin in the in computer skills, writing, public speaking, and first semester. mathematics. Bachelor Degree Programs

B.S. Business Administration B.S. Human Development and Family Studies • Graphic Design & Marketing • Marketing B.S. HDFS with Teacher Certification in Early • Entrepreneurship Childhood Education • Individualized B.A. Liberal & Professional Studies B.S. Communication • Individualized • Graphic Design • Production/Performance & Technology B.S. Liberal & Professional Studies • Behavioral Science B.A. Criminal Justice • Justice Studies B.S. Psychology • Pre-Law • Generalized • Programs & Treatment • Individualized

B.S. Early Childhood Education/Business Admin. B.S. Sport & Fitness Management • Sport Management B.A. Environmental Studies • Physical Education • Health/Fitness Management B.S. Health Science • Recreation Administration • Sport Communication B.A. Homeland Security

B.S. Hospitality and Tourism • Hotel/Resort Management • Event Management • Food Service Management Associate Degree Programs

A.S. Early Childhood Education A.A. Liberal Studies • Pre-Allied Health Concentration: Pre-Nursing A.S. Graphic Design • Pre-Allied Health Concentration: Pre-Med • (Multiple Concentrations)

63 Certificate Programs Homeland Security Hospitality and Tourism

Business Essentials (for non-matriculated students)

Minor Programs Mitchell College offers selected minors for students • Hotel/Resort Management that qualify for such an option. Current approved • Human Development & Family Studies programs exist in these 16 academic areas: • Marketing • Psychology • Business Entrepreneurship • Sport & Fitness Management • Communication • Theatre • Early Childhood Education • Event Management Many restrictions and conditions apply to academic • Film minors. Students may petition for the pursuit of a minor • Food Service Management during their sophomore or junior years and work with • Gender & Sexual Studies their academic advisors and department chairs to meet • Graphic Design the requirements of the designated minors. • History/Government

64 Business Administration

The Bachelor of Science in Business Administration Put Your Mitchell Degree to Work degree at Mitchell College is designed where open electives play a critical role in the educational expe- A degree in Business Administration from Mitchell rience. When you study business at Mitchell, you’ll College can prepare you for these exciting potential gain knowledge and skills valued by the business careers paths: community and receive a well rounded education via • Retail Management a strong liberal arts program foundation. • Human Resource Specialist • Public Relations Representative The program provides a framework for building a • Product Brand Manager successful career in the private, public or nonprofit • Account Executive sector. Within this framework, each student has the • Sales Manager latitude to design an individual educational expe- • Graphic Designer rience. Our ideal business graduate will become • Marketing Management enriched by electives, broadening their exposure • Management to other fields and perspectives, opening doors • Selling & Sales Management through new teachers and colleagues while acquir- • Advertising Executive ing new analytical approaches and abilities. This • Financial Analyst/Researcher or Manager approach stems from our philosophy that students • Financial Manager will take greater ownership of their educational path • Project Manager if empowered to do so. • Business Owner • Non-profit Office or Program Manager While choosing electives that define what is unique • Preparation for Graduate Study in Management, about your academic experience, the core program Marketing, Accounting gives you the opportunity to develop proficiency in • MBA preparation a broad range of technical and professional skills sought by employers; learn how to excel in a global business environment, and study in an environment that values ethical and socially responsible business practice.

We offer four academic program concentrations: • Individualized program: 11 core business courses, 7 open business electives plus 8 open elective courses. • Entrepreneurship: 11 core business courses, 5 entrepreneurship concentration courses, 2 open business electives plus 8 open elective courses. • Graphic Design & Marketing: 11 core business courses, 8 design concentration courses, 1 open business elective plus 6 open electives. • Marketing: 11 core business courses, 5 marketing concentration courses, 2 open business electives plus 8 open electives.

65 Business Administration – Individualized Bachelor Program Recommended Courses by Semester and Year Total Credits to Graduate: 120

Freshman Year – Fall Semester Freshman Year – Spring Semester BU123 Introduction to Business * 3 BU124 Principles of Marketing 3 CW101 Intro to College Writing 3 ______Behavioral Science Elective 3 FC101 First-Year Seminar 2 CW102 College Writing and Research 3 ______Open Elective 3 CO103 Effective Presentations 3 ______Open Elective 3 FC120 Info/Tech Literacy 3 Semester Credits 14 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester AC103 Financial Accounting 4 BU110 Business Law 3 _____ Business Elective 3 EC131 Macroeconomics 3 BU250 Management of Organizations 3 _____ Life & Physical Science Elective 4 EC132 Microeconomics 3 _____ Business Elective 3 ______Open Elective 3 MA__ Math 104+ 3-4 Semester Credits 16 Semester Credits 16-17

Junior Year – Fall Semester Junior Year – Spring Semester _____ Business Elective 3 BU427 Exploring Career Options 2 _____ Humanities Elective 3 _____ Business Elective 3 BU340 Business Ethics 3 ______Literature Elective 3 BU322 International Business 3 _____ Open Elective 3 BU325 Financial Management 3 HI___ History Elective 3

Semester Credits 14 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester _____ Open Elective 3 _____ Business Elective 3 _____ Business Elective 3 _____ Open Elective 3 _____ Business Internship _____ Fine Arts Elective 3 (advisor approved or Bus Plan) 3 PE___ PE Requirement 3 _____ Open Elective 3 _____ Open Elective 3 _____ Business Elective 3

Semester Credits 15 Semester Credits 15

Cumulative GPA Required for Graduation: 2.00

* Business majors must earn a minimum grade of C before advancing to other business requirements

66 Business Administration – Entrepreneurship Bachelor Program Recommended Courses by Semester and Year Total Credits to Graduate: 120

Freshman Year – Fall Semester Freshman Year – Spring Semester Freshman Year – Fall Semester Freshman Year – Spring Semester BU123 Introduction to Business * 3 BU124 Principles of Marketing 3 BU123 Introduction to Business * 3 BU124 Intro to Marketing 3 CW101 Intro to College Writing 3 ______Behavioral Science Elective 3 CW101 Introduction to College Writing 3 CW102 College Writing and Research 3 FC101 First-Year Seminar 2 CW102 College Writing and Research 3 FC101 First-Year Seminar 2 _____ Behavioral Science Elective* 3 ______Open Elective 3 CO103 Effective Presentations 3 _____ Open Elective 3 FC120 Info/Tech Literacy 3 ______Open Elective 3 FC120 Info/Tech Literacy 3 _____ Open Elective 3 CO103 Effective Presentations 3 Semester Credits 14 Semester Credits 15 Semester Credits 14 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester Sophomore Year – Fall Semester Sophomore Year – Spring Semester AC103 Financial Accounting 4 BU110 Business Law 3 AC103 Principles of Financial Acct 4 BU110 Business Law 3 _____ Business Elective 3 EC131 Macroeconomics 3 BU250 Management of Organizations 3 EC131 Macroeconomics 3 BU250 Management of Organizations 3 _____ Life & Physical Science Elective 4 EC132 Microeconomics 3 _____ Open Elective 3 EC132 Microeconomics 3 _____ Business Elective 3 HI___ History Elective 3 _____ Fine Arts Elective * 3 ______Open Elective 3 MA__ Math 104+ 3-4 MA___ Mathematics (MA104+) 3-4 _____ Life and Physical Science Elective 4 Semester Credits 16 Semester Credits 16-17 Semester Credits 16-17 Semester Credits 16

Junior Year – Fall Semester Junior Year – Spring Semester Junior Year – Fall Semester Junior Year – Spring Semester _____ Business Elective 3 BU427 Exploring Career Options 2 BU311 Principles of Entrepreneurship 3 BU313 Strategic Product Development 3 _____ Humanities Elective 3 _____ Business Elective 3 BU310 Marketing Research 3 _____ Open Elective 3 BU340 Business Ethics 3 ______Literature Elective 3 BU340 Business Ethics 3 BU322 International Business 3 BU322 International Business 3 _____ Open Elective 3 BU325 Financial Management 3 BU326 Entrepreneurial Creativity 3 BU325 Financial Management 3 HI___ History Elective 3 BU427 Exploring Career Options 2 _____ Open Elective 3

Semester Credits 14 Semester Credits 14 Semester Credits 15 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester Senior Year – Fall Semester Senior Year – Spring Semester _____ Open Elective 3 _____ Business Elective 3 _____ Business Elective 3 _____ Business Elective 3 _____ Business Elective 3 _____ Open Elective 3 _____ Literature Elective (200+) 3 _____ Open Elective 3 _____ Business Internship _____ Fine Arts Elective 3 _____ Business Internship 3 PE___ PE Requirement 3 (advisor approved or Bus Plan) 3 PE___ PE Requirement 3 (advisor approved or alternate) _____ Humanities Elective 3 _____ Open Elective 3 _____ Open Elective 3 _____ Open Elective 3 _____ Open Elective 3 _____ Business Elective 3 BU428 Business Plan Development 3

Semester Credits 15 Semester Credits 15 Semester Credits 15 Semester Credits 15

Cumulative GPA Required for Graduation: 2.00

* Business majors must earn a minimum grade of C before advancing to other business requirements. * Business majors must earn a minimum grade of C before advancing to other Open Elective: Any course offered by the College may be used as an Open Elective. business requirements

67 Business Administration – Marketing Bachelor Program Recommended Courses by Semester and Year Total Credits to Graduate: 121

Freshman Year – Fall Semester Freshman Year – Spring Semester BU123 Introduction to Business * 3 BU124 Intro to Marketing 3 CW101 Intro to College Writing 3 ______Behavioral Science Elective 3 FC101 First-Year Seminar 2 CW102 College Writing and Research 3 ______Open Elective 3 CO103 Effective Presentations 3 ______Open Elective 3 FC120 Info/Tech Literacy 3 Semester Credits 14 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester AC103 Financial Accounting 4 BU110 Business Law 3 MK201 Consumer Behavior 3 EC131 Macroeconomics 3 BU250 Management of Organizations 3 _____ Life & Phys. Science Elective 4 EC132 Microeconomics 3 MK205 Fundamentals of Retailing 3 ______Open Elective 3 MA111 Statistics 4 Semester Credits 16 Semester Credits 17

Junior Year – Fall Semester Junior Year – Spring Semester BU325 Financial Management 3 _____ Open Elective 3 _____ Open Elective 3 MK301 Supply Chain Management 3 BU340 Business Ethics 3 ______Literature Elective 3 BU322 International Business 3 _____ Humanities Elective 3 BU427 Exploring Career Options 2 HI___ History Elective 3 Semester Credits 14 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester MK401 Merchandise Management 3 _____ Open Elective 3 _____ Business Elective 3 MK405 Sales and Strategic Partnerships 3 _____ Business Internship 3 _____ Fine Arts Elective 3 (advisor approved or alternate) PE___ PE Requirement 3 _____ Open Elective 3 _____ Business Elective 3 _____ Open Elective 3

Semester Credits 15 Semester Credits 15

Cumulative GPA Required for Graduation: 2.00

* Business majors must earn a minimum grade of C before advancing to other business requirements Open Elective: Any course offered by the College may be used as an Open Elective.

68 Business Administration – Graphic Design & Marketing Bachelor Program Recommended Courses by Semester and Year Total Credits to Graduate: 120

Freshman Year – Fall Semester Freshman Year – Spring Semester Freshman Year – Fall Semester Freshman Year – Spring Semester BU123 Introduction to Business * 3 BU124 Intro to Marketing 3 CW101 Introduction to College Writing 3 BU123 Introduction to Business * 3 CW101 Intro to College Writing 3 ______Behavioral Science Elective 3 FC101 First-Year Seminar 2 CW102 College Writing and Research 3 FC101 First-Year Seminar 2 CW102 College Writing and Research 3 GD101 Color and Concept Design 3 GD110 Graphic Design I 3 ______Open Elective 3 CO103 Effective Presentations 3 GD105 Computer Graphics 3 FC120 Info/Tech Literary 3 ______Open Elective 3 FC120 Info/Tech Literacy 3 AR103 Drawing & Composition 3 CO103 Effective Presentations 3

Semester Credits 14 Semester Credits 15 Semester Credits 14 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester Sophomore Year – Fall Semester Sophomore Year – Spring Semester AC103 Financial Accounting 4 BU110 Business Law 3 AC103 Prin. of Financial Accounting 4 BU110 Business Law 3 MK201 Consumer Behavior 3 EC131 Macroeconomics 3 EC132 Microeconomics 3 BU124 Marketing 3 BU250 Management of Organizations 3 _____ Life & Phys. Science Elective 4 GD210 Graphic Design II 3 EC131 Macroeconomics 3 EC132 Microeconomics 3 MK205 Fundamentals of Retailing 3 MA____Mathematics(MA104+) 3 GD260 Graphic Design III 3 ______Open Elective 3 MA111 Statistics 4 AR101 History & Appreciation of Art I 3 BU250 Management of Organizations 3 Semester Credits 16 Semester Credits 17 Semester Credits 16 Semester Credits 15 Junior Year – Fall Semester Junior Year – Spring Semester BU325 Financial Management 3 _____ Open Elective 3 Junior Year – Fall Semester Junior Year – Spring Semester _____ Open Elective 3 MK301 Supply Chain Management 3 _____ Literature Elective 3 BU322 International Business 3 BU340 Business Ethics 3 ______Literature Elective 3 _____ Open Elective 3 BU427 Exploring Career Options 2 BU322 International Business 3 _____ Humanities Elective 3 BU340 Business Ethics 3 _____ Behavioral Science Course 3 BU427 Exploring Career Options 2 HI___ History Elective 3 _____ Open Elective 3 GD265 Materials and Techniques 3 BU325 Financial Management 3 _____ Life & Physical Science Elective 4 Semester Credits 14 Semester Credits 15

Semester Credits 15 Semester Credits 15 Senior Year – Fall Semester Senior Year – Spring Semester MK401 Merchandise Management 3 _____ Open Elective 3 Senior Year – Fall Semester _____ Business Elective 3 MK405 Sales and Strategic Partnerships 3 Senior Year – Spring Semester _____ Open Elective 3 _____ Open Elective 3 _____ Business Internship 3 _____ Fine Arts Elective 3 (advisor approved or alternate) PE___ PE Requirement 3 _____ Open Elective 3 _____ Open Elective 3 BU___ Business Elective 3 _____ Internship 3 _____ Open Elective 3 _____ Business Elective 3 _____ Open Elective 3 HI___ History Elective 3 (advisor approved or Bus Plan) GD410 Graphic Design IV 3 PE___ PE Elective 3 Semester Credits 15 Semester Credits 15 GD411 Graphic Design V 3 Semester Credits 15 Semester Credits 15 Cumulative GPA Required for Graduation: 2.00 Cumulative GPA Required for Graduation: 2.00

* Business majors must earn a minimum grade of C before advancing to other business requirements Open Elective: Any course offered by the College may be used as an Open Elective.

69 Communication

Students enrolling in Mitchell College’s Bachelor • public relations/advertising of Science Program in Communication have the • special events coordinator choice of two unique concentrations. One area of • media buyer study involves the interpersonal and organizational • account executive aspects of communication. The second area has a • graphic designer focus in video production, performance, and tech- • project manager nology. An interdisciplinary major, the Communi- cation program provides students with entry-level Core Communication Courses skills in written, oral, interpersonal and visual com- (required of all communication majors): munication. Theoretical, historical and societal per- • Introduction to Mass Communication spectives of communication are explored in a very • Communication & Technology individualized, supportive and challenging learning • Interpersonal Communication Skills environment. • Communication Internship • Senior Fieldwork Learn Real World Skills in a Real World Setting • Communication Capstone Experience • Communication & Society Communication students at Mitchell College gain • Communication Research valuable experience as reporters, editors, photogra- phers, sales representatives and business managers Interpersonal/Organizational Choices for student publications, campus organizations and • Information Technology & the Future events. The College’s radio station provides the per- • Introduction to Communication Research fect setting for the honing of production and enter- • Persuasion tainment broadcasting skills. As a Communication • Communication & Conflict major, students have the opportunity to complete • Interviewing two internships, enabling them to earn up to a total • Organizational Communication of 12 credit hours. A wide variety of internships are • Culture & Communication available in such areas as journalism, public rela- tions, advertising, radio, television, graphic design, Production/Performance/Technology Choices management, marketing, education, social services, • Journalism I and the arts. • Journalism II • Film Appreciation Put Your Mitchell Degree to Work • Video Production I • Introduction to Radio/Broadcast Since the communication major emphasizes writing, • Audio & Radio Production research, speaking and visual communication, most • Video Production II graduates seek media-related careers such as: • Music & Entertainment on the Internet • newspaper/magazine reporter • Advanced Radio Production • photographer/videographer • Advanced Video Production • writer/editor • Communication, Performance & Media • producer • Video Post Production • on-air-talent • Advanced Video Post Production • radio/television technical support

70 Communication Bachelor Program Recommended Courses by Semester and Year Total Credits to Graduate: 120

Freshman Year – Fall Semester Freshman Year – Spring Semester CW101 Intro to College Writing 3 CW102 Writing/Research 3 HD110 Race/Ethnicity/Culture 3 CO103 Effective Presentations 3 FC101 First-Year Seminar 2 FC120 Info/Tech Literacy 3 CO105 Intro to Mass Communication 3 MA104+ College Math/Algebra 3 _____ Beh. Science Survey Course 3 CO107 Communication & Technology 3 Semester Credits 14 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester BI143 Lab Science 4 EL___ Literature Elective, 200+ 3 CO126 Interpersonal Communication 3 CO202 Communicating & Society 3 _____ Fine Arts Elective 3 HI105 US History 3 CO___ Comm Concentration Elective 3 CO___ Communication Elective 3 _____ Open Elective 3 CO___ Communication Elective 3 Semester Credits 16 Semester Credits 15 Junior Year – Fall Semester Junior Year – Spring Semester CO___ Communication Elective, 300+ 3 CO___ Communication Elective, 300+ 3 CO___ Communication Elective, 300+ 3 CO___ Communication Elective, 300+ 3 PE___ Physical Education Elective 3 ______Humanities Elective 3 ______Open Elective 3 ______Open Elective 3 ______Open Elective 3 ______Open Elective 3 Semester Credits 15 Semester Credits 15 Senior Year – Fall Semester Senior Year – Spring Semester CO483 Communication Internship 3 CO450 Communication Capstone 3 CO233 Communication Research 3 CO___ Communication Elective, 300+ 3 ______Open Elective 3 ______Open Elective 3 ______Open Elective 3 ______Open Elective 3 ______Open Elective 3 ______Open Elective 3 Semester Credits 15 Semester Credits 15

Cumulative GPA Required for Graduation: 2.00

NOTE: Must complete all 5 general education areas.

71 Communication - Graphic Design Bachelor Program Recommended Courses By Semester And Year Total Credits To Graduate: 120

Freshman Year – Fall Semester Freshman Year – Spring Semester CW101 Intro to College Writing 3 CW102 College Writing & Research 3 AR103 Drawing & Composition 3 CO103 Effective Presentations 3 FC101 First-Year Seminar 2 FC120 Information Technology Literacy 3 GD105 Computer Graphics I 3 GD110 Intro to Graphic Design I 3 GD101 Color Concept & Design 3 AR102 History & Appreciation of Art II 3 Semester Credits 14 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester BI143 Fund. Of Life Science 4 EL200+ Literature Elective 3 GD210 GD II Type/Image/Layout 3 CO107 Communication & Technology 3 HI___ History Elective 3 _____ Open Elective 3 CO105 Intro to Mass Comm. 3 GD260 Graphic Design III 3 ______Open Elective 3 MA104 Mathematics for Liberal Arts 3 Semester Credits 16 Semester Credits 15

Junior Year – Fall Semester Junior Year – Spring Semester CO126 Interpersonal Comm. 3 PE___ PE Elective 3 GD410 Package & Web Design 3 CO202 Communication & Society 3 ______Gen Psych or Intro to Soc 3 GD265 Materials & Techniques 3 GD305 Computer Graphics II 3 ______Behavioral Science Elective 3 ______Open Elective 3 ______Open Elective 3 Semester Credits 15 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester CO483/GD429 Sr. Internship 3 CO450/GD411 Capstone/Portfolio 3 CO233 Communication Research 3 _____ Open Elective 3 _____ Open Elective 3 _____ Open Elective 3 _____ Open Elective 3 _____ Open Elective 3 _____ Open Elective 3 _____ Open Elective 3 Semester Credits 15 Semester Credits 15

Cumulative GPA Required for Graduation: 2.00

72 Criminal Justice

Mitchell College offers degree programs in the fas- cinating and rapidly-changing field of Criminal Jus- The Programs and Treatment track will focus on tice. career preparation in the fields of correctional coun- seling, case management, program administration, In this program, you’ll get the advantage of an excel- victim advocacy, and substance abuse treatment. Spe- lent liberal arts foundation, while learning the ins cific internships with Probation, Parole, Corrections, and outs of the country’s criminal justice system. and community based treatment programs offer a Under the direction of Mitchell’s highly knowledge- rich experience to complement the classroom com- able faculty, you’ll explore: ponent. The track also helps prepare the student for eventual certification as a substance abuse counselor. •Why people commit crimes •How changes in criminal activity affects our society Learn Real World Skills in A Real World Setting •What the judicial system is doing to control crimi- nal activity Criminal Justice students at Mitchell College partici- •How advances in technology help solve crimes pate in our dynamic Field Experience program. They •Law, social and behavioral sciences, the humanities gain practical skills they’ll use in future positions by and natural sciences as they relate to the criminal working “out in the field” with police, parole, and justice field probation officers, in the local court system and in other settings. If you’re a pre-law student, you’ll par- The Bachelor of Arts program allows you to special- ticipate in independent study and targeted intern- ize in one of the following three concentrations: ships. You’ll also take part in the Law and Society Association - a student-run organization that spon- •Programs & Treatment sors guest speakers and field trips, attends confer- •Pre-Law ences, and helps prepare students for the LSAT. •Justice Studies Put Your Mitchell Degree to Work! The Pre-Law track provides students with the oppor- tunity to participate in targeted legal oriented intern- A degree in Criminal Justice from Mitchell College ships and concentrated pre-law coursework. You’ll can prepare you for these potential careers: also take part in the Law and Society Association – a student run organization that sponsors guess speak- • Juvenile Probation Officer ers and field trips, attends conferences and helps pre- • Correctional Officer pare students for the LSAT exam. • Police Officer • Adult Probation Officer The Justice Studies track offers an appreciation of • Parole Officer the full complexity of the American criminal justice system. Students will fully explore the social, legal, philosophical, and technological implications of American justice in the 21st century.

73 Criminal Justice Bachelor Program (Programs & Treatment Track) Recommended Courses by Semester and Year Total Credits to Graduate: 121

Freshman Year – Fall Semester Freshman Year – Spring Semester CJ247 Introduction to Criminal Justice 3 CJ249 Intro. to Corrections 3 CW101 Intro. to College Writing 3 CW102 College Writing & Research 3 FC101 First-Year Seminar 2 FC120 Info/Tech Literacy 3 SO103 Introduction to Sociology 3 CO103 Effective Presentations 3 _____ Open Elective 3 PY105 General Psychology I 3 _____ Open Elective 3 Semester Credits 17 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester CJ251 Juvenile Delinquency & Juv. CJ245 Criminology 3 Justice System 3 CJ320 Constitutional Criminal Proced. 3 CJ261 Substantive Criminal Law 3 GV119 American Govt. & Politics 3 HI115 Dev. of Western Civilization I 3 MA___Mathematics (MA104+) 3-4 _____ Humanities Elective 3 BI143 Lab Science Elective 4 PE__ Physical Education Elective 3 Semester Credits 15 Semester Credits 16-17

Junior Year – Fall Semester Junior Year – Spring Semester CJ326 Legal Issues in Corrections 3 CJ314 Victimology 3 CJ313 CJ, Crime & Public Policy OR CJ306 Correctional Treatment Programs 3 CJ315 Foundations of Public Admin. 3 CJ322 Policing in a Free Society 3 CJ331 Research Methods in CJ I 4 _____ Open Elective 3 _____ Literature Elective 3 _____ Fine Arts Elective 3 _____ Open Elective 3 Semester Credits 16 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester CJ420 CJ Assessment and Case Mgmt. 3 CJ430 CJ Intervention Strategies 3 CJ441 Senior Seminar in CJ 3 CJ440 Independent Study in CJ OR CJ445 Ethical & Philosophical CJ442 Senior CJ Field Experience 6 Foundations in Criminal Justice 3 _____ Open Elective 3 _____ Open Elective 3 _____ Open Elective 3 Semester Credits 15 Semester Credits 12

Cumulative GPA Required for Graduation: 2.00

Open Electives: Any course offered by the College may be used as an Open Elective.

74 Criminal Justice Bachelor Program (Pre-Law Track) Recommended Courses by Semester and Year Total Credits to Graduate: 124

Freshman Year – Fall Semester Freshman Year – Spring Semester CJ247 Introduction to Criminal Justice 3 CJ249 Introduction to Corrections 3 CW101 Intro. to College Writing 3 CW102 College Writing and Research 3 FC101 First-Year Seminar 2 FC120 Info/Tech Literacy 3 ______Open Elective 3 CO103 Effective Presentations 3 ______Open Elective 3 PY105 General Psychology I 3 SO103 Introduction to Sociology 3 Semester Credits 17 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester CJ251 Juvenile Delinquency & Juv. CJ245 Criminology 3 Justice System 3 _____ Pre-Law Track Elective 3 CJ261 Intro. to Criminal Law 3 GV119 American Govt. & Politics 3 HI115 Dev. of Western Civilization I 3 MA___Mathematics (MA104+) 3-4 _____ Fine Arts Elective 3 _____ Life & Physical Science Elective 4 PE___ Physical Education Elective 3 Semester Credits 15 Semester Credits 16-17

Junior Year – Fall Semester Junior Year – Spring Semester _____ Pre-Law Track Elective 3 CJ314 Victimology 3 CJ313 CJ, Crime & Pub Policy OR CJ320 Criminal Procedures 3 CJ315 Foundations of Public Admin. 3 CJ322 Policing in America 3 _____ Literature Elective 3 CJ305 Comparative Legal Systems 3 CJ331 Research Methods in CJ I 4 _____ Open Elective 3 _____ Open Elective 3 Semester Credits 16 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester _____ Pre-Law Track Elective 3 CJ325 Law & Society 3 CJ441 Senior Seminar in CJ 3 CJ442 Senior CJ Field Experience 6 CJ445 Ethical & Philos. Foundations _____ Humanities Elective 3 in Criminal Justice 3 _____ Pre Law Track Elective 3 _____ Open Elective 3 _____ Open Elective 3 Semester Credits 15 Semester Credits 15

Cumulative GPA Required for Graduation: 2.00

Open Elective: Any course offered by the College may be used as an Open Elective.

75 Criminal Justice Bachelor Program (Justice Studies) Recommended Courses by Semester and Year Total Credits to Graduate: 121

Freshman Year – Fall Semester Freshman Year – Spring Semester CJ247 Introduction to Criminal Justice 3 CJ249 Intro to Corrections 3 CW101 Intro. to College Writing 3 CW102 College Writing & Research 3 FC101 First-Year Seminar 2 FC120 Info/Tech Literacy 3 SO103 Introduction to Sociology 3 CO103 Effective Presentations 3 _____ Open Elective 3 PY105 General Psychology I 3 _____ Open Elective 3 Semester Credits 17 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester CJ251 Juvenile Delinquency & Juv. CJ245 Criminology 3 Justice System 3 CJ___ Criminal Justice Elective 3 CJ261 Substantive Criminal Law 3 GV119 American Govt. & Politics 3 CJ___ Criminal Justice Elective 3 MA___Mathematics (MA104+) 3-4 HI115 Dev. of Western Civilization I 3 BI143 Life & Physical Science Elective 4 _____ Fine Arts Elective 3 Semester Credits 15 Semester Credits 16-17

Junior Year – Fall Semester Junior Year – Spring Semester CJ313 CJ Crime & Public Policy OR CJ314 Victimology 3 CJ315 Founds of Public Administration 3 CJ320 Criminal Procedures 3 CJ___ Criminal Justice Elective 3 CJ322 Policing in a Free Society 3 _____ Literature Elective 3 _____ Humanities Elective 3 CJ331 Research Methods in CJ I 4 _____ Open Elective 3 _____ Open Elective 3 Semester Credits 16 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester PE___ Physical Education Elective 3 _____ Open Elective 3 CJ441 Senior Seminar in CJ 3 CJ440 Indep Study in Crim Justice OR CJ445 Ethical & Philos. Foundations CJ442 Senior CJ Field Experience 6 in Criminal Justice 3 _____ Open Elective 3 _____ Open Elective 3 _____ Open Elective 3 Semester Credits 15 Semester Credits 12

Cumulative GPA Required for Graduation: 2.00

Open Elective: Any course offered by the College may be used as an Open Elective.

76 Early Childhood Education

One of the most comprehensive and dynamic pro- grams at Mitchell College, the Early Childhood Some career opportunities for students enrolled in Education program offers both the Associate and the Early Childhood Education program include: Bachelor degrees. The Bachelor program has two specializations, the Human Development and Fam- • Certified Public School Teacher, Preschool through ily Studies with a concentration in Early Childhood Grade 3 Education Teacher Certification (Integrated Special • School Readiness Teacher at a state funded pre- Needs, Pre K–K, 1st–3rd Grade), and Early Child- school program hood with Business Administration. • Head Start Teacher or Coordinator • Assistant/Director of a Child Care Program Mitchell’s teacher education program of study is • Early Childhood Program Director and/or Admin- organized in a sequential program of coursework istrator that includes field experience in partner schools in • Infant/Toddler Educator the region. The teacher preparation program has • Child Care Resource & Referral Personnel earned full approval by the Connecticut State Board • Family Child Care Provider of Education. To be accepted into the Human Development and Our Teacher Education courses are designed to meet Family Studies with Early Childhood Education state and national standards set by: Teacher Certification program, students must com- • The National Association for the Education of plete a separate application with the Education De- Young Children (NAEYC) partment. Typically, students apply to the program at • The National Council for Accreditation of Teacher the end of their freshman or beginning of their sopho- Education (NCATE) more year in college. • The Council for Exceptional Children Acceptance into Mitchell College does not guarantee Learn Real World Skills in a Real World Setting acceptance into the teacher preparation program. Whether you choose the teaching or early childhood There are rigorous standards to enter a teacher prep- with business concentration, what makes Mitch- aration program. Any student that is interested in ell College’s Early Childhood Education program applying to the certification program must make an stand out from other colleges and universities is the appointment with the Chair of the Department to amount of practical experience candidates gain in review the criteria that must be met to pursue the the field. HDFS with Early Childhood Education Certifica- The Early Childhood Education Club and the Busi- tion major. Additional information is available on ness Club are two of the most active student orga- the college website regarding application require- nizations on campus. Club members participate in ments. community outreach programs such as the Cat in the Hat Ball, National Week of the Young Child, and Read Across America and various other public ser- vice projects. Members have also presented at state, regional and national conferences.

77 Early Childhood Education Bachelor Program in Human Development and Family Studies with ECE Certification Recommended Courses by Semester and Year Total Credits to Graduate: 127 Freshman Year – Fall Semester Freshman Year – Spring Semester CW101 College Writing 3 CW102 College Writing and Research 3 FC101 First-Year Seminar 2 FC120 Info/Tech Literacy 3 HD108 Introduction to Human 3 CO103 Effective Presentations 3 Development ED222 Methods and Techniques 3 PY105 General Psychology I 3 HD110 Introduction to Race, Ethnicity 3 ED110 Intro to Early Childhood Educ. 3 and Culture BI143 Life Science Elective 4 Semester Credits 18 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester PE120 Nutrition, Health & Safety 3 EL212 Children’s Literature 3 for Teachers of Young Children PY215 Educational Psychology 3 ED206 Mathematics, Science & Tech 3 ED261 Including Children with 3 in Early Childhood Education Exceptional Learning Needs _____ Science Elective 3 ED275 Music, Art, Aesthetics for the 3 ED274 Literacy Development in 3 Young Child Early Childhood Education HD209 Child Development 3 MA___ Mathematics (MA103+) 3 MA104+ Math Requirement Elective 3 Semester Credits 15 Semester Credits 18

Junior Year – Fall Semester Junior Year – Spring Semester HI___ History (HI105/106) 3 HD446 Perspectives on Cross Cult. Dev. 3 BS330 Behavioral Statistics 3 HD451 Families in Crisis 3 ED302 Social Studies in Early ED325 Reading & Lang. Arts in ECE 3 Childhood Education 3 ED321 Comprehensive Reading Instr. 3 ED380 Practicum Teaching (N-K) 3 BS331 Research Methods I 3 ED381 Practicum Seminar 1 HD339 Systems and Theories of Family 3 Development Semester Credits 16 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester _____ Fine Arts Elective 3 ED432 Senior Seminar in Early 3 _____ Open Elective 3 Childhood Education ED415 Educational Eval. & Assessment 3 ED435 Observation and Student 9 HD305 Ethics, Character & Moral Dev. 3 Teaching (Grade 1-3) _____ Human Dev., Psych or Soc. Elect 3 HU___ Humanities Elective 3 Semester Credits 18 Semester Credits 12

3.0 Cumulative GPA Required for Acceptance into the Certification Program.

ALL undergraduate courses taken at any institution must be at the level of a C or better. NOTE: Taking 19 hours in one semester requires permission of the advisor and the Dean of Academic Affairs AND an additional fee. 78 Early Childhood Education Associate Program Recommended Courses by Semester and Year Total Credits to Graduate: 64

Freshman Year – Fall Semester Freshman Year – Spring Semester Freshman Year – Fall Semester Freshman Year – Spring Semester CW101 Introduction to College Writing 3 ED222 Methods & Techniques 3 CW101 College Writing 3 CW102 College Writing and Research 3 ED110 Introduction to ECE 3 CW102 College Writing and Research 3 FC101 First-Year Seminar 2 FC120 Info/Tech Literacy 3 FC101 First-Year Seminar 2 _____ Lab Science 4 HD108 Introduction to Human 3 CO103 Effective Presentations 3 MA___ Mathematics (MA102+) 3-4 HI___ History Elective (HI105-106) 3 Development ED222 Methods and Techniques 3 PY105 General Psychology I 3 FC120 Info/Tech Literacy OR PY105 General Psychology I 3 HD110 Introduction to Race, Ethnicity 3 CO103 Effective Presentations 3 ED110 Intro to Early Childhood Educ. 3 and Culture BI143 Life Science Elective 4 Semester Credits 18 Semester Credits 15 Semester Credits 14-15 Semester Credits 16

Sophomore Year – Fall Semester Sophomore Year – Spring Semester PE120 Nutrition, Health & Safety 3 EL212 Children’s Literature 3 for Teachers of Young Children PY215 Educational Psychology 3 Sophomore Year – Fall Semester Sophomore Year – Spring Semester ED206 Mathematics, Science & Tech 3 ED261 Including Children with 3 ED261 Including Children w/ ED280 Observation & Student Teach. 3 in Early Childhood Education Exceptional Learning Needs Exceptional Needs 3 PreK _____ Science Elective 3 ED275 Music, Art, Aesthetics for the 3 ED274 Literacy Development in ECE 3 ED281 Associate Seminar in Student ED274 Literacy Development in 3 Young Child HD108 Introduction to Human Dev. 3 Teaching 1 Early Childhood Education HD209 Child Development 3 ______Open Elective 3 ED275 Music, Art, Aesthetics for ECE 3 MA___ Mathematics (MA103+) 3 MA104+ Math Requirement Elective 3 PE120 Nutrition, Health and Safety for EL212 Children’s Literature 3 Semester Credits 15 Semester Credits 18 Teachers of Young Children 3 HD209 Child Development 3 HI___ History Elective (HI105/106 3 _____ Fine Arts Elective 3 Junior Year – Fall Semester Junior Year – Spring Semester HI___ History (HI105/106) 3 HD446 Perspectives on Cross Cult. Dev. 3 Semester Credits 18 Semester Credits 16 BS330 Behavioral Statistics 3 HD451 Families in Crisis 3 ED302 Social Studies in Early ED325 Reading & Lang. Arts in ECE 3 Childhood Education 3 ED321 Comprehensive Reading Instr. 3 Cumulative GPA Required for Graduation: 2.0 ED380 Practicum Teaching (N-K) 3 BS331 Research Methods I 3 ED381 Practicum Seminar 1 HD339 Systems and Theories of Family 3 Development Semester Credits 16 Semester Credits 15 * General Education Electives: These are courses that fulfill the following general education requirements: Literature Elective, Fine Arts Elective, Behavioral Science Foundation Senior Year – Fall Semester Senior Year – Spring Semester Course Elective, Physical Education Electives, or Open Electives used to meet the 33 _____ Fine Arts Elective 3 ED432 Senior Seminar in Early 3 credit General Education minimum requirement. _____ Open Elective 3 Childhood Education ED415 Educational Eval. & Assessment 3 ED435 Observation and Student 9 HD305 Ethics, Character & Moral Dev. 3 Teaching (Grade 1-3) _____ Human Dev., Psych or Soc. Elect 3 HU___ Humanities Elective 3 Semester Credits 18 Semester Credits 12

79 Early Childhood Education Bachelor of Science with Concentration in Business Administration Recommended Courses by Semester and Year Total Credits to Graduate: 122 Freshman Year – Fall Semester Freshman Year – Spring Semester CW101 Intro to College Writing 3 ED222 Methods and Techniques 3 ED110 Introduction to ECE 3 CW102 College Writing and Research 3 MA___ Math (MA104+) 3 PY105 General Psychology I 3 FC101 First-Year Seminar 2 FC120 Info/Tech Literacy 3 BI143 Lab Science 4 CO103 Effective Presentation 3 Semester Credits 15 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester HD108 Intro to Human Development 3 ED331 Play in ECE 3 ED274 Literacy Development in ECE 3 ED275 Music, Art, Aesthetics for ECE 3 ED261 Including Children with EL212 Literature Elective 3 Exceptional Learning Needs 3 HD209 Child Development 3 PE120 Nutrition, Health and Safety for HI___ History Elective (105/106) 3 Teachers of Young Children 3 BU123 Intro to Business 3 Semester Credits 15 Semester Credits 15

Junior Year – Fall Semester Junior Year – Spring Semester PY215 Educational Psychology 3 ED313 Parent and Family Involvement 3 AC103 Principles of Financial Acc. 4 ED280 Observation & Practicum Pre-K-1K 3 BU124 Intro to Marketing 3 ED281 Associate Seminar 1 BU340 Business Ethics 3 _____ Fine Arts Elective 3 BU250 Management of Organization 3 _____ Open Elective ** 3 GV___ American Government Elective 3 Semester Credits 16 Semester Credits 16

Senior Year – Fall Semester Senior Year – Spring Semester ED414 Admin of ECE Programs 3 _____ Open Elective ** 3 BU311 Principles of Entrpreneurship 3 BU420 Business Internship for ECE 6 BU324 Financial Management in ECE 3 ______Humanities Elective 3 BU413 Small Bus Mktg & Comm 3 ED___ ECE Elective 300+ 3 BU428 Business Plan 3 Semester Credits 15 Semester Credits 15

Cumulative GPA Required for Graduation: 2.0 **Open Elective: Any course offered by the College may be used as an Open Elective.

80 Environmental Studies

Mitchell College’s Bachelor of Arts Degree in environmental partners. The following is a partial Environmental Studies major at Mitchell College is list of programs that provide Environmental Studies an interdisciplinary program that prepares students students with practical experiences outside of the to be stewards of the earth’s natural resources in classroom: their roles as citizens, politicians and employees of industry or government. This interdisciplinary • Mitchell Woods Advisory Board approach gives students the knowledge and the skills • The New London Environmental Educators’ needed to fully understand the complexities of major Coalition environmental global issues. • The Connecticut Agricultural and Experimental Station Mitchell College’s campus provides a unique location • The Mystic Aquarium for the study of the environment. The campus • The Science and Technology Magnet High School includes a beach located on the Thames River and • The Conservation Commission of the City of New Mitchell Woods (a 26 acre wooded area with a pond). London The college is within walking distance of beaches • Millstone Nuclear Power Plant/Dominion Power along the Long Island Sound and other marine Company environments. Bates Woods, Bluff Point, Barn Island and various wetlands environments are within a few Put Your Mitchell Degree to Work miles of the campus. Students completing the Environmental Studies Program will be prepared to enter the workforce in Select Courses in Environmental Studies: a variety of environment associated careers in areas such areas as: General Biology I & II • Government College Chemistry I & II • Non-Profit Environmental Organizations Environmental Studies • Law Scientific Writing • Business Environmental Analysis • Education Fundamentals of Ecology • Health Marine Ecology Societal Impact of Global Climate Change Environmental Economics Environmental Law Science & Public Policy Human Health & the Environment Microbiology Genetics Ecology of Long Island Sound Literature of the Environment Anatomy & Physiology I & II Physics I & II Career Seminar Senior Capstone/Internship

Learn Real World Skills in a Real World Setting

Mitchell College is fortunate to have many 81 Environmental Studies Bachelor Program Recommended Courses by Semester and Year Total Credits to Graduate: 120

Freshman Year – Fall Semester Freshman Year – Spring Semester CW101 Introduction to College Writing 3 CW102 College Writing and Research 3 FC101 First-Year Seminar 2 FC120 Info/Tech Literacy 3 BI105 General Biology I (W) 4 CO103 Effective Presentations 3 MA___ Mathematics (MA105+) 3-4 BI106 General Biology I 4 PE___ Physical Education Elective 2-3 ES150 Career Seminar 1 Semester Credits 14-16 Semester Credits 14 Sophomore Year – Fall Semester Sophomore Year – Spring Semester PY105,SO103 or HD108 Foundation Course 3 CH112 General College Chemistry II 4 CH111 General College Chemistry I 4 ES220 Scientific Writing 3 ES101 Environmental Studies 3 BI201 Fundamentals of Ecology 4 BI145 Fundamentals of Marine Ecology 4 ES210 Environmental Analysis OR MA111 Statistics OR ______General Education Elective _____ General Education Elective 3-4 (Fine Arts/History) OR (Fine Arts/History) MA111 Statistics 3-4 Semester Credits 17-18 Semester Credits 14-15 Junior Year – Fall Semester Junior Year – Spring Semester ES350 Soc. Impact of Global Climate Change OR ES360 Environmental Law OR ES330 Human Health & the Environ. 3 ES315 Environmental Economics 3 ES340 Science & Public Policy 3 ES210 Environmental Analysis OR EC132 Microeconomics 3 _____ Gen. Ed Elective (fine arts/hist) 3 GV119 American Government 3 _____ Open Elective ** 3 _____ Humanities Elective 3 _____ Concentration Course Elective 3 _____ Open Elective ** 3 Semester Credits 15 Semester Credits 15 Senior Year – Fall Semester Senior Year – Spring Semester ES350 Soc Impact of Global Climate Change ES360 Environmental Law OR OR ES330 Human Health & the Environ. 3 ES315 Environmental Economics 3 _____ General Education Elective 3 _____ Concentration Course Elective 3 _____ Literature Elective 3 _____ Open Elective ** 3 _____ Open Elective ** 3 ES490/491/492 Senior Capstone /Internship 6 _____ Open Elective ** 3 (AND open elective if taking ES490 or ES491) Semester Credits 15 Semester Credits 15

Cumulative GPA Required for Graduation: 2.00

* MA105+ is required for this major to meet the CH111 pre-requisite. ** Open Electives: Any course offered by the College may be used as an Open Elective. Students should consult their academic advisor for appropriate courses for specific areas of environmental studies (e.g. Law; Business; Communications/PR; Health; Science Education) 82 Health Science

Mitchell College’s Bachelor of Science Degree in Graduates of the program will find employment Health Science is a multidisciplinary curriculum in public health and health education, teaching, that exposes students to the underlying biology, program planning, or administration in a wide Freshman Year – Fall Semester Freshman Year – Spring Semester chemistry and psychology of human health and the variety of settings including: secondary schools, CW101 Introduction to College Writing 3 CW102 College Writing and Research 3 application of these sciences to applied fields like community colleges/universities, local and county FC101 First-Year Seminar 2 FC120 Info/Tech Literacy 3 sports medicine and behavioral medicine. health departments and agencies, volunteer agencies BI105 General Biology I (W) 4 CO103 Effective Presentations 3 such as the American Cancer Society, American MA___ Mathematics (MA105+) 3-4 BI106 General Biology I 4 Course content is drawn from biology, chemistry, Heart Association, and Planned Parenthood. PE___ Physical Education Elective 2-3 ES150 Career Seminar 1 Semester Credits 14-16 Semester Credits 14 environmental science, psychology, and They will find employment as patient navigators applicational fields like exercise science and the and healthcare advocates in hospitals and health Sophomore Year – Fall Semester Sophomore Year – Spring Semester behavioral sciences. clinics, and health maintenance organizations. PY105,SO103 or HD108 Foundation Course 3 CH112 General College Chemistry II 4 Additional possibilities include roles in health and CH111 General College Chemistry I 4 ES220 Scientific Writing 3 Select Courses in Health Science: safety in industrial corporations and community ES101 Environmental Studies 3 BI201 Fundamentals of Ecology 4 Core - based organizations. The program suitably prepares BI145 Fundamentals of Marine Ecology 4 ES210 Environmental Analysis OR Anatomy & Physiology I & II students for graduate work in such fields as sports MA111 Statistics OR ______General Education Elective Chemistry medicine and other allied health fields, behavioral _____ General Education Elective 3-4 (Fine Arts/History) OR Scientific Writing counseling, as well as psychology, medicine and law. (Fine Arts/History) MA111 Statistics 3-4 Statistics in the Behavioral Sciences Semester Credits 17-18 Semester Credits 14-15 Nutrition Junior Year – Fall Semester Junior Year – Spring Semester Health Issues ES350 Soc. Impact of Global Climate Change OR ES360 Environmental Law OR Internship ES330 Human Health & the Environ. 3 ES315 Environmental Economics 3 ES340 Science & Public Policy 3 ES210 Environmental Analysis OR Professional Track – EC132 Microeconomics 3 _____ Gen. Ed Elective (fine arts/hist) 3 Microbiology GV119 American Government 3 _____ Open Elective ** 3 Genetics _____ Humanities Elective 3 _____ Concentration Course Elective 3 Biochemistry for Health Science _____ Open Elective ** 3 Human Health & the Environment Semester Credits 15 Semester Credits 15 First Aid & Safety Kinesiology Senior Year – Fall Semester Senior Year – Spring Semester Prevention & Care of Athletic Injuries ES350 Soc Impact of Global Climate Change ES360 Environmental Law OR Sports Nutrition OR Exercise Science ES330 Human Health & the Environ. 3 ES315 Environmental Economics 3 _____ General Education Elective 3 _____ Concentration Course Elective 3 Behavioral Track – _____ Literature Elective 3 _____ Open Elective ** 3 Race, Culture & Ethnicity _____ Open Elective ** 3 ES490/491/492 Senior Capstone /Internship 6 First Aid & Safety _____ Open Elective ** 3 (AND open elective if taking ES490 or ES491) Brain & Behavior Semester Credits 15 Semester Credits 15 Death & Dying Theories of Personality Counseling Theory Cumulative GPA Required for Graduation: 2.00 Psychology of Drugs & Behavior Human Sexuality * MA105+ is required for this major to meet the CH111 pre-requisite. ** Open Electives: Any course offered by the College may be used as an Open Elective. Students should consult their academic advisor for appropriate courses for specific areas of environmental studies (e.g. Law; Business; Communications/PR; Health; Science Education) 83 Health Science Bachelor Program - Behavioral Track Recommended Courses By Semester And Year Total Credits To Graduate: 120

Freshman Year – Fall Semester Freshman Year – Spring Semester CW 101 Introduction to 3 CW102 College Writing and Research 3 College Writing FC 101 First-Year Seminar 2 CO103 Effective Presentation 3 BI 105 General Biology I (W) 4 MA___ Mathematics (MA105+)* 3-4 FC120 Info/Tech Literacy 3 PY106 General Psychology II 3 PY105 General Psychology I 3 ______Gen. Ed. Elective 3 Semester Credits 14 Semester Credits 15-16

Sophomore Year – Fall Semester Sophomore Year – Spring Semester PE 121 First Aid and Safety 3 PE 222 Personal & Community Health 3 BI 221 Anatomy & Physiology I 4 BI 222 Anatomy & Physiology II 4 CH 111 General College Chemistry I 4 ES 220 Scientific Writing 3 HD 110 Race, Ethnicity & Culture 3 _____ Gen. Ed. Elective 3 Semester Credits 14 Semester Credits 16

Junior Year – Fall Semester Junior Year – Spring Semester BS 330 Behavioral Statistics 3 PY 313 Death & Dying 3 SO 227 Human Sexuality 3 PY 395 Psychology of Drugs & Behavior 3 PY320 Theories or Personality 3 PE 226 Nutrition 3 ______Gen. Ed. Elective 3 ______Open Elective 3 ______Open Elective ** 3 ______Gen. Ed. Elective 3 Semester Credits 15 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester PY 300 Brain & Behavior 3 PY 445 Health Issues in Behavioral Science 3 HE 450 Internship 6 HE 450 Internship 6 (6 cr. or 2 Open Electives) (6 cr. or 2 Open Electives) ______Open Elective 3 ______Open Elective 3 PY 392 Counseling Theory 3 ______Open Elective 3 Semester Credits 15 Semester Credits 15

Cumulative GPA Required for Graduation: 2.00

* MA 105+ is required for this major to meet the CH 111 pre-requisite. Open Electives: Students should consult their academic advisor for appropriate courses for specific areas of health sciences

** Students should consult their academic advisor about using open electives for completing appropriate courses necessary for an independent research project

84 Health Science Bachelor Program - Professional Track Recommended Courses By Semester And Year Total Credits To Graduate: 120

Freshman Year – Fall Semester Freshman Year – Spring Semester CW 101 Introduction to 3 CW102 College Writing and Research 3 College Writing FC 101 First Year Seminar 2 CO103 Effective Presentation 3 BI 105 General Biology I (W) 4 MA___ Mathematics (MA105+)* 3-4 FC120 Info/Tech Literacy 3 BI 106 General Biology II or Open Elective 3-4 PY105 General Psychology I 3 PY106 General Psychology II 3 Semester Credits 15 Semester Credits 15-17

Sophomore Year – Fall Semester Sophomore Year – Spring Semester PE 121 First Aid and Safety 3 PE 222 Personal & Community Health 3 BI 221 Anatomy & Physiology I 4 BI 222 Anatomy & Physiology II 4 CH 111 General College Chemistry I 4 CH 112 General Coll. Chem. II 3-4 or Open Elective PE 199 Kinesiology 3 ES 220 Scientific Writing 3 ______Gen. Ed. Elective 3 ______Gen. Ed. Elective 3 Semester Credits 17 Semester Credits 16-17

Junior Year – Fall Semester Junior Year – Spring Semester CO126 Interpersonal Comm. 3 PE___ PE Elective 3 BS 330 Behavioral Statistics 3 BI 239 Microbiology 4 MA 114 Calculus I or Open Elective ** 3-4 BI 399 Biochemistry 3 BI 251 Genetics 3 MA 115 Calculus II or Open Elective 3-4 PE 231 Prevention and Care of 3 PE 226 Nutrition 3 Athletic Injuries ______Gen. Ed. Elective 3 Semester Credits 15-16 Semester Credits 13-14

Senior Year – Fall Semester Senior Year – Spring Semester ES 330 Human Health and 3 PY 445 Health Issues in Behavioral Science 3 the Environment HE 450 Internship 6 HE 450 Internship 6 (6cr. or 2 Open Electives) (6cr. or 2 Open Electives) ______Gen. Ed. Elective 3 ______Open Elective 3 SF 310 Intro. To Exercise Science 3 PE 399 Sports Nutrition 3 _____ Open Elective 3 _____ Open Elective 3 Semester Credits 15 Semester Credits 15

Cumulative GPA Required for Graduation: 2.00 * MA 105+ is required for this major to meet the CH 111 pre-requisite. Open Electives: Students should consult their academic advisor for appropriate courses for specific areas of health sciences ** Students should consult their academic advisor about using open electives for completing appropriate courses necessary for an independent research project 85 Graphic Design

The graphic design program at Mitchell College Graphic designers typically do the following: offers students a comprehensive series of courses • Meet with clients or the art director to determine designed to teach the theory and creative processes the scope of a project that combine the use of art and technology to com- • Advise clients on strategies to reach a particular municate ideas. Students learn to create visual con- audience cepts, using image and typography, by hand or com- • Determine the message the design should portray puter software, to communicate ideas. • Create images that identify a product or convey a message Graphic Design at Mitchell College is presented • Develop graphics and visual images for print, web in three unique degree programs. The Associates and video. Degree in Graphic Design provides students a tech- • Create designs either by hand or using computer nical and conceptual foundation for graphic design software packages as a mode of communication in a 2-year program. • Select colors, images, text style, and layout Within the context of a 4-year degree, students may • Present the design to clients or the art director choose to pursue either a Bachelor of Communica- • Incorporate changes recommended by the clients tion with a focus in Graphic Design, or a Bachelor into the final design of Business Administration/Design and Market- • Review designs for errors before printing or pub- ing. The Communication degree with a focus in lishing them Graphic Design, provides students an opportunity to develop a core expertise in Communication and Graphic designers work with both text and images to focus their interest on the visual communication communicate ideas in the layout of web screens and aspect that is graphic design. The Business Admin- printed pages. They select the type, font, size, color, istration/Design and Marketing degree offers the and line length of headlines, headings, and text. They study of graphic design paired with a core of busi- also decide how images and text will go together on ness, ideally suited to those with an entrepreneurial a page or screen, including how much space each spirit, a desire to work in a corporate environment, will have. Graphic designers collaborate closely with or the goal of eventually running their own design writers who choose the words, and decide how they business. Graphic Design is also offered as a Minor are presented. Graphic design is an important fac- in conjunction with other degree programs. tor in the sales and marketing of products. Graphic Designers are sometimes referred to as graphic art- Learn Real Word Skills in a Real World Setting ists or communication designers, often work closely Mitchell’s Mac lab features state-of-the art Macin- with people in advertising and promotions, public tosh computer hardware, scanners and printers and relations, and marketing. Frequently, designers spe- the latest versions of the Adobe Creative Suite soft- cialize in a particular category or type of client. For ware. Graphic design students acquire skill through example, some create credits for motion pictures, hands-on practical experience, supporting them some work with print media and create signs or post- in becoming well-rounded, creative design profes- ers, while others create web-sites. Graphic designers sionals. Opportunities exist to work with faculty also need to keep up to date with the latest software on a variety of design projects through the Mitchell and computer technologies to remain competitive. It Office of Communications and Publications. Intern- is a dynamic and rewarding life-long learning expe- ships opportunities off campus are also encouraged rience. for those qualify. Faculty is comprised of design pro- fessionals who work in the industry.

86 Graphic Design Associate Program Recommended Courses by Semester and Year Total Credits to Graduate: 61

Freshman Year – Fall Semester Freshman Year – Spring Semester AR103 Drawing and Composition 3 AR102 History & Apprec. of Art II 3 CW101 Introduction to College Writing 3 CW102 CollegeWriting and Research 3 FC101 First-Year Seminar 2 GD110 Graphic Design I 3 GD101 Color and Concept Design 3 FC120 Info/Tech Literacy 3 GD105 Computer Graphics 3 CO103 Effective Presentations 3 PE___ Physical Education Elective 1 Semester Credits 15 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester GD210 Graphic Design II 3 MA___ Mathematics Elective 3-4 PY105 General Psychology I OR ______Open Elective * 3 SO103 Introduction to Sociology 3 ______Literature Elective * 3 HI___ History [HI115/116] 3 GD260 Graphic Design III 3 _____ Open Elective * 3 GD265 Materials and Techniques 3 _____ Life or Physical Science Elective 4 Semester Credits 16 Semester Credits 15-16

Cumulative GPA Required for Graduation: 2.00

* General Education Electives: These are courses that fulfill the following general education requirements: Literature Elective, Fine Arts Elective, Behavioral Science Foundation Course Elective, Physical Education Electives, or Open Electives used to meet the 33 credit General Education minimum requirement.

87 Homeland Security

Preparedness for natural and man-made disasters has applied to a professional work experience. Field Ex- long been an objective of governmental and non- perience possibilities include: local, state and federal governmental agencies at all levels – national, state law enforcement agencies; the Connecticut Judicial and local. The effective 21st Century defense of our Department; the Connecticut Department of Correc- nation requires individuals with both a practical and tions; and The United States Coast Guard. Addition- theoretical understanding of the issues presented by ally, private security and corporate security possibili- terrorism, both foreign and domestic. Mitchell Col- ties exist at the Mohegan Sun and Foxwoods resort lege’s Bachelor of Arts degree in Homeland Security casinos and at Pfizer Pharmaceuticals. has been designed to assist in meeting that need. Put Your Mitchell Degree to Work The Bachelor of Arts program in Homeland Security The diversity of careers available in Homeland Secu- provides students with the intellectual tools necessary rity makes it impossible to cover every job description to: or opportunity. Marketplace forecasts for the global homeland security industry anticipate business will • Understand the nature and extent terrorist threat grow from approximately $40 billion to nearly $180 to the United States, including the motives and billion over the next decade. According to the 2006- methods of various foreign and domestic terrorist 2007 edition of the Occupational Outlook Hand- organizations; book, there will be significant increases in employ- • Analyze, understand and potentially mitigate ment opportunities within local, state, and federal terrorist efforts from the perspective of law enforce- law-enforcement; convention planning and security; ment, our legal system, our intelligence communities the social sciences; and with computer systems design and the military; and maintenance related to homeland security. • Contrast U.S. historical, ideological and cultural In addition, successful completion of the degree posi- traditions with those of various foreign and domestic tions graduates to take advantage of many career op- terrorist groups; portunities including: • Understand the legal, Constitutional and ethi- • critical infrastructure and information security cal challenges presented by our efforts to meet the management terrorist threat through border control, surveillance, • threat and vulnerability assessment detention, interrogation and punishment; and • emergency management operations • Appreciate the challenges presented to the vari- • investigation ous domestic agencies charged with maintaining the • intelligence analysis and management security of the homeland, including organizational design, management and inter-agency coordination The degree also serves as a foundation for graduate and cooperation at the local, state and national level. and professional study in Homeland Security as well as such fields as criminal justice, law, government, public Learn Real World Sills in a Real World Setting administration, planning, political science, and inter- In addition to class work, acquiring hands-on experi- national affairs. ence through internships is a pivotal feature of the Homeland Security major. The senior Field Experi- ence is designed to enhance students’ knowledge of Homeland Security by having their academic studies

88 Homeland Security Bachelor Program Recommended Courses by Semester and Year Total Credits to Graduate: 123

Freshman Year – Fall Semester Freshman Year – Spring Semester CJ247 Introduction to Criminal Justice 3 HO101 Intro to Homeland Security 3 CW101 Introduction to College Writing 3 CW102 College Writing & Research 3 FC101 First-Year Seminar 2 FC120 Info/Tech Literacy 3 SO103 Introduction to Sociology 3 CO103 Effective Presentations 3 _____ Open Elective ** 3 PY105 General Psychology I 3 _____ Open Elective ** 3 Semester Credits 17 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester CJ261 Introduction to Criminal Law 3 GV119 American Govt/Politics 3 HO___ Homeland Security Elective 3 CJ320 Constitution Crim Procedure 3 EL200+ Literature Elective 3 HI106 US History II 3 HI105 US History I 3 HI116 Western Civilization II 3 HI115 Develop of Western Civ I 3 MA___ Mathematics (MA104+) 3/4 Semester Credits 15 Semester Credits 15-16

Junior Year – Fall Semester Junior Year – Spring Semester CJ315 Foundations of Public Admin 3 CJ322 Policing in Free Society 3 CJ301 Comp. Legal Systems 3 HO305 Homeland Security Mgmt 3 HO301 Legal Issues in Homeland Secur 3 HO___ Homeland Security Elective 3 PH223 Comp. World Religions 3 ______Fine Arts Elective 3 ______Open Elective ** 3 ______Open Elective ** 3 Semester Credits 15 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester CJ445 Ethical & Philosophical 3 CJ325 Law in Society 3 Foundations of CJ HO442 Homeland Security Internship HO410 Terrorism 3 OR HO441 Senior Seminar in Homeland HO440 Independent Study in Security 3 Homeland Security 6 _____ Open Elective ** 3 BI143 Life and Physical Science 4 PE___ Physical Education Elective 3 _____ Open Elective ** 3 Semester Credits 15 Semester Credits 16

Cumulative GPA Required for Graduation: 2.00

** Open Electives: Any course offered by the College may be used as an Open Elective.

89 Hospitality & Tourism

Mitchell College’s bachelor’s degree in Hospitality Put Your Mitchell Degree to Work & Tourism Management is designed to prepare students for a broad range of managerial roles By the year 2015, hospitality is projected to be across the hospitality and tourism industry. The the largest industry in the world, employing 10.5 program focuses on management positions in million workers in the United States and more than hotels, restaurants, tourism, gaming, trade shows, 112 million people internationally. It is estimated conventions, recreation, and food service. that the hospitality and tourism industry generates more than $450 billion in annual revenues. Career Students in the Hospitality & Tourism Management possibilities include: program can select from three specialized concentrations: • Casino Management • Catering Management • Hotel & Resort Management • Contract Food Services Management • Event Management • Convention Management • Food Service Management • Corporate Travel Coordinator • Event Planner Learn Real World Skills in a Real World Setting • Food and Beverage Management • Hospitality Accountant Mitchell’s Hospitality & Tourism Management • Hospitality Marketing/Sales Management program requires that students perform a minimum • Hotel/Resort Management of 200-300 hours of a hands-on experience through •Hotel and Restaurant Equipment and Supplies Sales a hospitality or tourism internship experience • Hotel Services based on their concentration. All students have • International Hospitality Management the opportunity to complete an additional 200-300 • Private Club Management hours or internship based on electives. In selecting • Restaurant Management their internship opportunities, students enrolled in the Hospitality & Tourism Management major will benefit from Mitchell College’s unique location in Southeastern Connecticut, a prime New England vacation destination. Within minutes to the College are two of the largest and most successful resort casinos in the world, Foxwoods Resort and the Mohegan Sun. In addition are the Waterford Hotel Group headquarters, representing more than 25 properties, the Garde Arts Center, New London Main Street, historic Mystic Seaport, and the Mystic Aquarium & Institute for Exploration. The College’s acquisition of nearby Michael’s Dairy and affiliation with a number of regional hotels, including the critically acclaimed Mystic Marriott, Norwich Inn & Spa, Holiday Inn in New London and Water’s Edge Resort provides additional opportunities for valuable fieldwork experiences.

90 Hospitality & Tourism Hotel & Resort Management Bachelor Program Recommended Courses by Semester and Year Total Credits to Graduate: 121 Freshman Year – Fall Semester Freshman Year – Spring Semester HT101 Intro. to Hospitality & Tourism 3 CO126 M anaging Interpersonal Skills 3 CW101 Introduction to College Writing 3 CW102 C ollege Writing & Research 3 FC101 First-Year Seminar 2 HT110 I ntroduction to Food Service 3 MA__ Mathematics (MA104+) 3 FC120 Info/Tech Literacy 3 HI___ History Elective 3 CO103 Effective Presentations 3 Semester Credits 14 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester AC103 Financial Accounting 4 HT201 H ospitality & Tourism Mktg. 3 HT220 Hotel Operations Management 3 _____ L iterature Elective 3 EC132 Microeconomics 3 HT221 Housekeeping Operations Mgmt. 3 _____ Behavior Science Elective 3 _____ L ab Science Elective 4 PE___ Physical Education Elective 3 HT321 R esort Management 3

Semester Credits 16 S emester Credits 16 Junior Year – Fall Semester Junior Year – Spring Semester _____ Open Elective ** 3 HT350 H ospitality & Tourism Interns. 3 _____ Open Elective ** 3 HT360 H ospitality Human Res. Mgmt. 3 _____ Fine Arts Elective 3 HT301 H ospitality Property Mgmt. 3 HT322 H&T Revenue Management 3 HT340 C ustomer Relations Mgmt. 3 HT303 Hospitality Financial Analysis 3 _____ O pen Elective ** 3 Semester Credits 15 Semester Credits 15 Senior Year – Fall Semester Senior Year – Spring Semester HT450 Internship I (200 hours) 6 HT451 Internship II (200 hours) 6 HT405 Business & Hospitality Law 3 OR 2 HT Open Electives ____ Open Elective ** 3 HT490 H ospitality & Tourism Seminar 3 _____ Humanities Elective 3 ____ O pen Elective ** 3 _____ O pen Elective ** 3 Semester Credits 15 Semester Credits 15

Cumulative GPA Required for Graduation: 2.00

** Open Electives: Any course offered by the College may be used as an Open Elective

91 Hospitality & Tourism Management Event Management Bachelor Program Recommended Courses by Semester and Year Total Credits to Graduate: 121 Freshman Year – Fall Semester Freshman Year – Spring Semester HT101 Intro. to Hospitality & Tourism 3 CO126 M anaging Interpersonal Skills 3 CW101 Introduction to College Writing 3 CW102 C ollege Writing & Research 3 FC101 First-Year Seminar 2 HT130 I ntroduction to Event Mgmt 3 MA__ Mathematics (MA104+) 3 FC120 Info/Tech Literacy 3 HI___ History Elective 3 CO103 Effective Presentations 3 Semester Credits 14 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester AC103 Financial Accounting 4 HT201 H ospitality & Tourism Mktg. 3 _____ Open Elective ** 3 _____ L iterature Elective 3 EC132 Microeconomics 3 _____ O pen Elective ** 3 _____ Behavioral Science Elective 3 _____ L ab Science Elective 4 PE___ Physical Education Elective 3 HT230 Convention & Trade Show Mgmt. 3

Semester Credits 16 S emester Credits 16 Junior Year – Fall Semester Junior Year – Spring Semester ____ Open Elective ** 3 HT360 H ospitality Human Res. Mgmt. 3 HT371 Private Club Management 3 HT340 C ustomer Relations Mgmt. 3 _____ Fine Arts Elective 3 HT376 B anquets & Catering 3 HT330 Event Planning 3 _____ O pen Elective ** 3 HT303 Hospitality Financial Analysis 3 ____ O pen Elective ** 3 Semester Credits 15 Semester Credits 15 Senior Year – Fall Semester Senior Year – Spring Semester HT450 Internship I (200 hours) 6 HT451 Internship II (200 hours) 6 HT405 Business & Hospitality Law 3 OR 2 HT Open Electives HT430 Special Events Leadership 3 HT490 H ospitality & Tourism Seminar 3 _____ Humanities Elective 3 _____ O pen Elective ** 3 _____ O pen Elective ** 3 Semester Credits 15 Semester Credits 15

Cumulative GPA Required for Graduation: 2.00

**Open Elective: Any course offered by the College may be used as an Open Elective.

92 Hospitality & Tourism Management Food Service Management Bachelor Program Recommended Courses by Semester and Year Total Credits to Graduate: 122 Freshman Year – Fall Semester Freshman Year – Spring Semester HT101 Intro. to Hospitality & Tourism 3 CO126 M anaging Interpersonal Skills 3 CW101 Introduction to College Writing 3 CW102 C ollege Writing & Research 3 FC101 First-Year Seminar 2 HT110 I ntroduction to Food Service 3 MA__ Mathematics (MA104+) 3 FC120 Info/Tech Literacy 3 HI___ History Elective 3 CO103 Effective Presentations 3 Semester Credits 14 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester AC103 Financial Accounting 4 HT201 H ospitality & Tourism Mktg. 3 HT210 Food Service Sanitation 3 EL___ L iterature Elective 3 EC132 Microeconomics 3 _____ O pen Elective ** 3 _____ Behavioral Science Elective 3 _____ L ab Science Elective 4 PE___ Physical Education Elective 3 HT310 R estaurant Management 3

Semester Credits 16 S emester Credits 16 Junior Year – Fall Semester Junior Year – Spring Semester ____ Open Elective ** 3 HT352 F ood Prepar. & Cost Control 4 ____ Open Elective ** 3 HT360 H ospitality Hum. Res. Mgmt. 3 _____ Fine Arts Elective 3 HT311 Beverage Operations Mgmt. 3 HT330 Event Planning 3 HT340 C ustomer Relations Mgmt. 3 HT303 Hospitality Financial Analysis 3 _____ Open Elective ** 3 Semester Credits 15 Semester Credits 16 Senior Year – Fall Semester Senior Year – Spring Semester HT450 Internship I (200 hours) 6 HT451 Internship II (200 hours) 6 HT405 Business & Hospitality Law 3 OR 2 HT Open Electives _____ Open Elective ** 3 HT490 H ospitality & Tourism Seminar 3 _____ Humanities Elective 3 _____ O pen Elective ** 3 _____ O pen Elective ** 3 Semester Credits 15 Semester Credits 15

Cumulative GPA Required for Graduation: 2.00

*Open Elective: Any course offered by the College may be used as an Open Elective.

93 Behavioral Sciences Human Development & Family Studies

The Human Development & Family Studies program Recent internships have included: at Mitchell focuses on how people grow, develop, • Substance abuse residential treatment program for and change during the course of their lives. As a pregnant women and their children student in this program, sometimes known as life • Domestic violence center for women span studies, you’ll combine course work in subjects • Programs for people with mental retardation or such as psychology, sociology, education, and human physical disabilities services, with internship opportunities. Through this • Family support centers combination, you’ll learn more about the human • After-school centers for education and recreation experience and how to improve the quality of life of • Tutoring and mentoring students with special those around you. needs in classrooms • Human Resource Departments Bachelor of Science Degree: • Therapeutic Riding Center Students in this program take part in advanced life span coursework and training. You’ll take a variety Put Your Mitchell Degree to Work! of elective classes while studying how counseling can affect human development, family development and A degree in Mitchell’s Human Development & relationships, multicultural issues, social policy, and Family Studies Program can lead to these potential other topics. You’ll also work in the field, developing careers: strategies to help you connect with people of all ages. • Child Welfare Specialist The Bachelor of Science degree program also features • Academic Counselor the Capstone Seminar in Human Development and • Community Outreach Representative Family Studies. In this course, students develop an • Corrections Caseworker applied research project that shows how their views • Youth Counselor and perspectives have evolved during their time • Activity Director at Mitchell. The Capstone seminar is an excellent • Marriage and Family Counselor opportunity for you to add to your portfolio and • Special Needs Educator practice your research and presentation skills. • Mental Health Counselor • Gerontology Aid Learn Real World Skills in A Real World Setting • Social Services Case Worker

Students in the Human Development & Family Studies Program at Mitchell, have the opportunity to take part in our largest selection of internships. Mitchell has an excellent relationship with community agencies and organizations that are more than willing to help you further your education outside the traditional classroom setting.

94 Behavioral Sciences Human Development and Family Studies Major Bachelor Program Recommended Courses by Semester and Year Total Credits to Graduate: 123 Freshman Year – Fall Semester Freshman Year – Spring Semester CW101 College Writing 3 CW102 College Writing and Research 3 FC101 First-Year Seminar 2 FC120 Info/Tech. Literacry 3 HD108 Intro to Human Development 3 CO103 Effective Presentations 3 PY105 General Psychology I 3 HD209 Child Development 3 SO103 Introduction to Sociology 3 HD110 Intro to Race, Ethn. & Culture 3 ______Fine Arts Elective 3 Semester Credits 17 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester HD210 Adolescent Development 3 MA__ Mathematics (MA104+) 3-4 _____ Cognate Area Course Elective 3 HD211 Adult Development 3 _____ History Elective 3 HD220 Career Concepts in Human 3 _____ Open Elective 3 Development & Family Studies _____ Life & Physical Science Elective 4 _____ Literature Elective 3 PE___ Physical Education Elective 3 Semester Credits 16 Semester Credits 15-16

Junior Year – Fall Semester Junior Year – Spring Semester BS330 Behavioral Statistics 3 HD305 Ethics, Character & Moral Dev. 3 BS335 Family Services Programming 3 BS331 Research Methods I 3 HD339 Systems and Theories of 3 BS340 Behav. Sci. Internship 3 Family Development PY313 Death & Dying 3 PY320 Theories of Personality 3 _____ Open Elective 3 _____ Open Elective 3 Semester Credits 15 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester BS440 Behavioral Sciences 3 HD451 Families in Crisis 3 Internship II BS490 Capstone Seminar 3 HD441 Gender Issues in Human Dev. 3 & Family Studies PY332 Abnormal Psychology 3 BS443 Research Methods II 3 _____ Humanities Elective 3 PY392 Counseling Theory 3 _____ Open Elective (300 or 400 level) 3 _____ Open Elective (300 or 400 level) 3 Semester Credits 15 Semester Credits 15

Cumulative GPA Required for Graduation: 2.00

95 Liberal and Professional Studies Bachelor Program

Mitchell’s program in Liberal & Professional Studies the above concentrations you select, you can tailor is geared towards students who value independent your major to meet your individual education and thought, diversity and flexibility. If you like the idea career goals. of sampling courses in different interest areas, while expanding your knowledge of different subjects, this Put Your Mitchell Degree to Work! program is for you. Students can choose to concen- trate in the following areas: A degree in Liberal & Professional Studies will pro- vide you with a strong foundation for continued edu- • Behavioral and Social Sciences cation, such as law school, or in any of these poten- You’ll take classes in sociology, psychology, world tial careers: religions, politics & government and other required • Editor and elective courses. • Journalist • Individualized • Publicist Students in Mitchell’s unique individualized pro- • Human Relations gram consult with faculty and academic advisors to • Government/Social Services design a specialized program suited to their inter- • Entry Level Management ests, with approval from the Dean of the College. • Policy Analyst

As a student in the Liberal & Professional Studies program, you’ll be required to take classes within a variety of academic areas, including communica- tion skills, humanities, mathematics and natural sci- ences, history and social sciences. Combined with 30 program credits and elective requirements in one of

96 Liberal and Professional Studies Bachelor Program Individualized Liberal Arts Program Recommended Courses by Semester and Year Total Credits to Graduate: 123 Freshman Year – Fall Semester Freshman Year – Spring Semester CW101 Intro to College Writing 3 CW102 College Writing and Research 3 FC101 First-Year Seminar 2 GV___ Government Elective 3 _____ Fine Arts Elective 3 HD110 Intro to Race, Ethn, & Culture 3 _____ Behavioral Science FC120 Info/Tech Literacy 3 Foundation Course 3 CO103 Effective Presentations 3 MA___ Mathematics (MA104+) 3-4 _____ Open Elective ** 3 Semester Credits 17-18 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester _____ Concentration Course Elective 3 HU201 Survey of Human Adventure 3 _____ Concentration Course Elective 3 _____ Concentration Course Elective 3 _____ History Elective 3 _____ Humanities Elective 3 _____ Open Elective ** 3 _____ Behavioral Science Elective 3 _____ Life & Physical Science Elective 4 PE___ Physical Education Elective 3 Semester Credits 16 Semester Credits 15

Junior Year – Fall Semester Junior Year – Spring Semester LS350 Liberal Studies Career Seminar 3 HU310 Holocaust: Implics & Contexts 3 PH223 Comparative World Religions 3 PH304 Contemporary Issues in Ethics 3 _____ Concentration Course Elective 3 _____ Concentration Course Elective 3 _____ Literature Elective 3 _____ Concentration Course Elective 3 _____ Open Elective ** 3 _____ Concentration Course Elective 3 Semester Credits 15 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester LS450 Liberal Studies Internship I 3 LS451 Liberal Studies Internship II 3 _____ Concentration Course Elective 3 _____ Concentration Course Elective 3 _____ Concentration Course Elective 3 _____ Concentration Course Elective 3 _____ Open Elective ** 3 _____ Concentration Course Elective 3 _____ Open Elective ** 3 _____ Open Elective ** 3 Semester Credits 15 Semester Credits 15

Cumulative GPA Required for Graduation: 2.00

** Open Electives: Any course offered by the College may be used as an Open Elective.

97 Liberal and Professional Studies Bachelor Program Behavioral and Social Sciences Concentration Recommended Courses by Semester and Year Total Credits to Graduate: 123 Freshman Year – Fall Semester Freshman Year – Spring Semester CW101 Introduction to College Writing 3 CW102College Writing and Research 3 FC101 First-Year Seminar 2 GV___ Government Elective 3 HD108 Intro to Human Development 3 HD110 Intro to Race, Ethn &Culture 3 PY105 General Psychology I 3 FC120 Info/Tech Literacy 3 SO103 Introduction to Sociology 3 CO103 Effective Presentations 3 _____ Fine Arts Elective 3 Semester Credits 17 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester _____ Behav & Social Science Elective 3 MA___ Mathematics (MA104+) 3-4 _____ History Elective 3 HU201 Survey of the Human Adventure 3 _____ Humanities Elective 3 _____ Behav & Social Science Elective 3 _____ Open Elective ** 3 _____ Literature Elective 3 _____ Life & Physical Science Elective 4 _____ Physical Education Elective 3 Semester Credits 16 Semester Credits 15-16

Junior Year – Fall Semester Junior Year – Spring Semester LS350 Liberal Studies Career Seminar 3 HU310 Holocaust: Implica & Contexts 3 PH223 Comparative World Religions 3 _____ Ethics Elective 3 _____ Behavl & Soc Science Elective 3 _____ Behav & Soc Science Elective 3 _____ Open Elective ** 3 _____ Open Elective ** 3 _____ Open Elective ** 3 _____ Open Elective ** 3 Semester Credits 15 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester LS450 Liberal Studies Internship I 3 LS451 Liberal Studies Internship II 3 _____ Behav & Social Science Elective 3 _____ Behav & Social Science Elective 3 _____ Behav & Social Science Elective 3 _____ Behav& Social Science Elective 3 _____ Open Elective ** 3 _____ Behav & Social Science Elective 3 _____ Open Elective ** 3 _____ Open Elective ** 3 Semester Credits 15 Semester Credits 15

Cumulative GPA Required for Graduation: 2.00

** Open Electives: Any course offered by the College may be used as an Open Elective.

98 Liberal Studies Associate Program

The Associate of Arts degree in Liberal Studies at Pre-Allied Health: Pre-Nursing/Pre-Med Mitchell College is our most flexible program. It This concentration supplies you with a background allows you to explore different interest areas while in both science and liberal arts, and prepares you gain knowledge of a variety of subjects. The end students for further study in nursing, dental hygiene, result is a well-rounded, diverse individual, with a physical therapy, radiation therapy, pre-med; wide range of career choices. Physician Assistants Programs and other areas. In this program, you’ll also gain hands-on experience You have the option of creating a concentration through internships at area hospitals and long-term within the liberal studies associate degree. Possible care facilities. concentration areas include: Psychology Fine Arts Psychology revolves around understanding, Students interested in the creative process will enjoy predicting and controlling human behavior. The this concentration, which includes courses in the Psychology concentration gives students the arts, design, humanities and music. This area of general knowledge necessary for further study study may lead to further study or a career in the in counseling, social work and human services. cultural, performing or fine arts, business, graphic Students who complete this program may be design or education. interested in continuing with Mitchell’s Bachelor of Science degree in Psychology, Human Development History/Government & Family Studies, or Social & Behavioral Sciences. Understanding historical perspectives prepares you to enter careers such as business, education, Science government, law, international relations and A science concentration is ideal for students looking at journalism. Studying government – whether furthering their education in areas such as medicine, national, regional or local – will give you a better engineering, marine science and environmental studies. understanding of our political system. Internships in the State Legislature allow students to actively Sociology experience and participate in the political process. In this concentration, you’ll study how families, communities and entire societies interact and behave Humanities with each other. Sociology course work can lead to Through courses in literature, writing, languages, careers in research, social work, human resources and art, history, music and philosophy, you’ll gain a other fields. Students may also choose to continue in the broad perspective of human behavior, thought, Bachelor of Science in Liberal & Professional Studies – values and artistic expression. You’ll also develop Social & Behavioral Sciences program at Mitchell. writing and effective speaking skills. The Humanities concentration provides a strong foundation for Put Your Mitchell Degree to Work for You! students who want to move on to our four year Liberal & Professional Studies Program in Humanities. Students in the Liberal Studies program will get an accurate feel for different academic areas and possible Mathematics future career options, in areas such as: The mathematics concentration prepares students • Law • Human Services for future study in areas such as engineering, • Journalism • Arts computer science and the natural sciences. You’ll • Education • Medical and Technical explore a wide spectrum of ideas and the art of • Business Fields logical reasoning. • Government • Further Academic Study 99 Liberal Studies Associate Program Recommended Courses by Semester and Year Total Credits to Graduate: 64

Freshman Year – Fall Semester Freshman Year – Spring Semester CW101 Introduction to College Writing 3 CW102 College Writing and Research 3 FC101 First-Year Seminar 2 _____ Concentration Elective 3 FC120 Info/Tech Literacy OR FC120 Info/Tech Literacy OR CO103 Effective Presentation 3 CO103 Effective Presentations 3 PY105 General Psychology I OR _____ History Elective 3 SO103 Introduction to Sociology 3 _____ Open Elective ** 3 MA___ Mathematics 3-4 _____ Open Elective ** 3 Semester Credits 17-18 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester _____ Life or Physical Science Elective 4 _____ Lib Studies Interdisciplinary Course 3 _____ Concentration Elective 3 _____ Concentration Elective 3 _____ Concentration Elective 3 _____ Concentration Elective 3 _____ Fine Arts Elective 3 _____ Literature Elective 3 _____ Open Elective ** 3 _____ Open Elective ** 3 PE__ Physical Education Elective 1 Semester Credits 16 Semester Credits 16

Cumulative GPA Required for Graduation: 2.00

** Open Electives: Any course offered by the College may be used as an Open Elective.

100 Liberal Studies Associate Program Pre-Allied Health Concentration: Pre-Nursing Program #1 Recommended Courses by Semester and Year Total Credits to Graduate: 62 Freshman Year – Fall Semester Freshman Year – Spring Semester BI105 Biology I 4 CW102 College Writing and Research 3 CW101 Intro to College Writing 3 _____ History Elective 3 FC101 First-Year Seminar 2 FC120 Info/Tech Literacy 3 PY105 General Psychology I OR CO103 Effective Presentations 3 SO103 Introduction to Sociology 3 PY105 General Psychology I OR MA___ Math (MA105+) 3-4 SO103 Introduction to Sociology 3 HD108 Intro to Human Development 3

Semester Credits 15-16 Semester Credits 18

Sophomore Year – Fall Semester Sophomore Year – Spring Semester _____ Open Elective ** 3 BI222 Anatomy and Physiology II 4 BI221 Anatomy and Physiology I 4 BI239 Microbiology 4 CH111 General College Chemistry I 4 _____ Literature Elective * 3 _____ Fine Arts Elective * 3 BI251 Genetics OR PE___ Physical Education Elective 1 BI290 Hospital Field Experience 3 Semester Credits 15 Semester Credits 14

Cumulative GPA Required for Graduation: 2.00

**Open Electives: Any course offered by the College may be used as an Open Elective.

This program is designed for the student intending to apply to a four year program to complete a degree in an Allied Health field, e.g. Nursing, Physical Therapy, Occupational Therapy, Dental Hygiene.

101 Liberal Studies Associate Program Pre-Allied Health Concentration: Pre-Med Program #2 Recommended Courses by Semester and Year Total Credits to Graduate: 64 Freshman Year – Fall Semester Freshman Year – Spring Semester BI105 Biology I 4 BI106 Biology II 4 CW101 Intro to College Writing 3 CW102College Writing and Research 3 FC101 First-Year Seminar 2 _____ History Elective * 3 PY105 General Psychology I OR FC120 Info/Tech Literacy 3 SO103 Introduction to Sociology 3 CO103 Effective Presentations 3 MA___ Mathematics (MA105+) 3-4 Semester Credits 15-16 Semester Credits 16

Sophomore Year – Fall Semester Sophomore Year – Spring Semester _____ Open Elective ** 3-4 BI222 Anatomy and Physiology II 4 BI221 Anatomy and Physiology I 4 BI239 Microbiology 4 CH111 General College Chemistry I 4 CH112 General College Chemistry II 4 _____ Fine Arts Elective * 3 _____ Literature Elective * 3 PE___ Physical Education Elective 1 Semester Credits 15-16 Semester Credits 15

Cumulative GPA Required for Graduation: 2.00

**Open Electives: Any course offered by the College may be used as an Open Elective. Students are encouraged to take an upper level mathematics course or BI251- Genetics - for one of these electives.

This program is designed for the student intending to transfer to a four year program and then go beyond to complete a degree in the Medical Field, e.g. Medical School, Dental School, or Veterinary School.

102 Behavioral Sciences Psychology

Mitchell’s Psychology program gives students an overall Internships are available in these settings: understanding of human behavior and prepares them • Elementary school social work to help solve scientific, social and business problems. • School psychology The program gives you a strong foundation to build a • Middle and high school guidance counseling career on, or prepares you for advanced study. • Employment services for people with mental illnesses Psychology students have two track options: • Group work with people in an alternative to • General Psychology incarceration program This program is designed for students who • Alternative school education and recreation programs want a broad overview of the discipline. • Youth service bureaus • Individualized Psychology • Social services with minority populations This degree program is for students who • Residential treatment center for youth want to concentrate on a particular area • Safe homes for children removed from their families (i.e., clinical, social, cognitive/experimental, • Human Resource Departments biological) and/or integrate other behavioral • Community centers and organizations science courses (e.g. BS, HD, SO designations) • Substance abuse programs into their program. • Specialized rehabilitation services, such as Therapeutic Riding Program No matter what track you choose, all Mitchell Psychology students end the program by taking the Because Mitchell knows that students will need Capstone Seminar. In this sequence of courses, you’ll an advanced degree to work as a professional choose a topic, complete a written research paper, psychologist, or in a related field such as social work, and make an oral presentation on that topic to the we’ll prepare you for further study with our four- academic community. course research component. Through this part of the program, you’ll learn how to gather, analyze, and use Learn Real World Skills in a Real World Setting important research data with techniques practiced by professionals already in the field. As a Psychology student, you’ll get practical experience through a two-semester assignment in the field, Put Your Mitchell Degree to Work! under the direction of psychology faculty and an Graduates of Mitchell’s Psychology program have on-site supervisor. This exciting opportunity allows many career options. Some choose to do graduate you to practice what you learn in the classroom in a work in psychology, others move on to medical supportive, stimulating environment. or law school. A psychology degree is an excellent background for students interested in: • Personal Counseling • Social Work • Health Psychology • Industrial/Organizational Psychology

103 Behavioral Sciences Psychology Bachelor Program General Track Recommended Courses by Semester and Year Total Credits to Graduate: 123 Freshman Year – Fall Semester Freshman Year – Spring Semester CW101 Intro to College Writing 3 CW102 College Writing and Research 3 FC101 First-Year Seminar 2 _____ History Elective 3 PY105 General Psychology I 3 FC120 Info/Tech Literacy 3 SO103 Introduction to Sociology 3 CO103 Effective Presentations 3 _____ Open Elective ** 3 PY106 General Psychology II 3

Semester Credits 14 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester HD110 Intro to Race, Ethn. &Culture 3 MA___ Mathematics (MA104+) 3-4 _____ Fine Arts Elective 3 _____ Literature Elective 3 _____ Humanities Elective 3 _____ Life & Physical Science Elective 4 _____ Psychology Track Elective 3 _____ Psychology Track Elective 3 _____ Open Elective ** 3 _____ Open Elective ** 3 PE___ Physical Education Elective 3 Semester Credits 18 Semester Credits 16-17

Junior Year – Fall Semester Junior Year – Spring Semester HD305 Ethics, Character & Moral Dev. 3 BS331 Research Methods I 3 BS335 Family Services Programming 3 BS340 Behav. Sci. Internship I 3 BS330 Behavioral Statistics 3 PY375 History & Systems of Psych. 3 _____ Psychology Track Elective 3 SO310 Leadership & Group Processes 3 _____ Open Elective ** 3 _____ Open Elective ** 3 Semester Credits 15 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester BS440 Behav. Sci. Internship II 3 BS490 Capstone Seminar 3 BS443 Research Methods II 3 _____ Psychology Track Elective 3 _____ Psychology Track Elective 3 _____ Psychology Track Elective 3 _____ Open Elective ** 3 _____ Open Elective ** 3 _____ Open Elective ** 3 _____ Open Elective ** 3 Semester Credits 15 Semester Credits 15

Cumulative GPA Required for Graduation: 2.00

** Open Electives: Any course offered by the College may be used as an Open Elective.

104 Behavioral Sciences Psychology Bachelor Program Individualized Track Recommended Courses by Semester and Year Total Credits to Graduate: 123

Freshman Year – Fall Semester Freshman Year – Spring Semester CW101 Intro to College Writing 3 CW102 College Writing and Research 3 FC101 First-Year Seminar 2 _____ History Elective 3 PY105 General Psychology I 3 FC120 Info/Tech Literacy 3 SO103 Introduction to Sociology 3 CO103 Effective Presentations 3 _____ Open Elective ** 3 PY106 General Psychology II 3

Semester Credits 14 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester HD110 Intro to Race, Ethn. &Culture 3 MA___ Mathematics (MA104+) 3-4 _____ Fine Arts Elective 3 _____ Literature Elective 3 _____ Humanities Elective 3 _____ Life & Physical Science Elective 4 _____ Psychology Track Elective 3 _____ Psychology Track Elective 3 _____ Open Elective ** 3 _____ Open Elective ** 3 PE___ Physical Education Elective 3 Semester Credits 18 Semester Credits 16-17

Junior Year – Fall Semester Junior Year – Spring Semester HD305 Ethics, Character & Moral Dev. 3 BS331 Research Methods I 3 HD335 Family Services Programming 3 BS340 Behav. Sci. Internship I 3 BS330 Behavioral Statistics 3 PY375 History & Systems of Psych. 3 _____ Psychology Track Elective 3 SO310 Leadership & Group Processes 3 _____ Open Elective ** 3 _____ Open Elective ** 3 Semester Credits 15 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester BS440 Behav. Sci. Internship II 3 BS490 Capstone Seminar 3 BS443 Research Methods II 3 _____ Psychology Track Elective 3 _____ Psychology Track Elective 3 _____ Psychology Track Elective 3 _____ Open Elective ** 3 _____ Open Elective ** 3 _____ Open Elective ** 3 _____ Open Elective ** 3 Semester Credits 15 Semester Credits 15

Cumulative GPA Required for Graduation: 2.00

** Open Electives: Any course offered by the College may be used as an Open Elective.

105 Sport and Fitness Management

The bachelor degree in the Sport & Fitness Manage- well-rounded and enthusiastic graduates dedicated ment Department offers academic preparation in the to positively impacting the lives of youths. Health specialized areas of: and Fitness prepares those students concentrating on careers in personal training, strength and condi- • Sport Management tioning, and sport rehabilitation delivered by fitness • Physical Education centers, corporate wellness programs, or sport medi- • Recreation Administration cine facilities. For those interested in pursuing sport • Health & Fitness Management media careers in television, radio, or print industries, • Sport Communication the concentration in Sport Communications pro- vides preparation in both sport and communication The concentration in Sport Management emphasizes media techniques. the practical and academic experiences necessary to be successful in the sport industry. Sport manag- As a student in one of these programs, you would ers must have a fundamental understanding of the participate in Mitchell’s outstanding internship pro- applications of business and in-depth knowledge of gram. A student will complete a sophomore and the complexities of the sport world. senior level internship. You can elect to do your internship in a wide variety of settings ranging from The Physical Education concentration is designed to professional sports teams, school athletic programs, prepare students for a career in the classroom teach- parks and recreation programs, sporting goods com- ing physical education. The Physical Education con- panies, fitness facilities and more. centration provides the student an opportunity to earn a State of Connecticut Coaching Certification; A full range of opportunities exist in the Sport and however, the degree program does not lead to CT Fitness area including executive-level positions Teaching Certification. Students interested in non- requiring strong management and problem-solving school programs such as those offered at the YMCA, capabilities. Mitchell’s Sport & Fitness Management Boys and Girls Clubs, YWCA and Municipal Recre- Department will prepare you to meet the contempo- ation Departments are prepared by studying Recre- rary and future needs of the sport, physical educa- ation Administration. This concentration prepares tion, fitness and recreation fields.

106 Sport and Fitness Management Sport Management - Bachelor Program Recommended Courses by Semester and Year Total Credits to Graduate: 121

Freshman Year – Fall Semester Freshman Year – Spring Semester SM110 Introduction to Sport Mgmt 3 SM201 Sport in Society 3 CW101 Introduction to College Writing 3 CW102 College Writing and Research 3 FC101 First-Year Seminar 2 BU123 Introduction to Business 3 MA___ Mathematics (MA104+) 3-4 FC120 Info/Tech Literacy 3 ______Behavioral Science CO103 Effective Presentations 3 Foundation Course 3 ______Open Elective ** 3 Semester Credits 17-18 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester AC103 Prin of Financial Accounting 4 PE222 Personal & Community Health 3 _____ Life & Physical Science Elective 4 _____ History Elective 3 _____ Open Elective ** 3 SM207 Sport Marketing 3 BU124 Marketing 3 _____ Concentration Elective 3 _____ Humanities Elective 3 _____ Open Elective ** 3 Semester Credits 17 Semester Credits 15

Junior Year – Fall Semester Junior Year – Spring Semester BU321 Human Resource Management 3 SF324 Adaptive Sport & PE 3 _____ Behavioral Science Elective 3 SF405 Org/Mgmt. of PE/Rec. 3 SM303 Legal Issues in Sport 3 SM403 Sport Business and Finance 3 SM302 Sport Facilities 3 _____ Fine Arts Elective 3 _____ Open Elective ** 3 _____ Open Elective ** 3 Semester Credits 15 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester BU250 Management of Organizations 3 SM450 Sport Management Internship 6 _____ Open Elective ** 3 _____ Open Elective ** 3 SM401 Ethics in Sport 3 _____ Open Elective ** 3 SM430 Senior Seminar in Sport Mgmt 3 OR _____ Literature Elective 3 SM451 Sport Mgmt Profess Internship 12 Semester Credits 15 Semester Credits 12

Cumulative GPA Required for Graduation: 2.00

** Open Electives: Any course offered by the College may be used as an Open Elective.

107 Sport and Fitness Management Physical Education - Bachelor Program Recommended Courses by Semester and Year Total Credits to Graduate: 122

Freshman Year – Fall Semester Freshman Year – Spring Semester SM110 Introduction to Sport Mgmt 3 SM201 Sport in Society 3 CW101 Introduction to College Writing 3 CW102 College Writing and Research 3 FC101 First Year Seminar 2 FC120 Info/Tech Literacy 3 MA___ Mathematics (MA104+) 3-4 CO103 Effective Presentation 3 PY105 General Psychology I 3 BI105 General Biology I 4 ______Open Elective 3 Semester Credits 17-18 Semester Credits 16

Sophomore Year – Fall Semester Sophomore Year – Spring Semester _____ Open Elective ** 3 HD209 Child Development 3 PE231 Preventive Care of Athl Injuries 3 PE222 Personal & Community Health 3 PE121 First Aid and Safety 3 SM207 Sport Marketing 3 _____ History Elective 3 _____ Concentration Elective 3 BI221 Anatomy & Physiology I 4 BI222 Anatomy & Physiology II 4 Semester Credits 16 Semester Credits 16

Junior Year – Fall Semester Junior Year – Spring Semester _____ Humanities Elective 3 SO315 Schools and Societies 3 _____ Open Elective ** 3 SF324 Adaptive Sport & PE 3 SM303 Legal Issues in Sport 3 _____ Open Elective ** 3 _____ Concentration Elective 3 _____ Fine Arts Elective 3 _____ Open Elective ** 3 SF310 Intro to Exercise Science 3 Semester Credits 15 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester _____ Open Elective ** 3 SF405 Organizational Management _____ Concentration Elective 3 of PE & Recreation Programs 3 SM401 Ethics in Sport 3 _____ Open Elective ** 3 SM430 Senior Seminar in Sport Mgmt 3 _____ Open Elective ** 3 _____ Literature Elective 3 _____ Open Elective ** 3 Semester Credits 15 Semester Credits 12

Cumulative GPA Required for Graduation: 2.00

** Open Electives: Any course offered by the College may be used as an Open Elective.

108 Sport and Fitness Management Recreation Administration - Bachelor Program Recommended Courses by Semester and Year Total Credits to Graduate: 121

Freshman Year – Fall Semester Freshman Year – Spring Semester Freshman Year – Fall Semester Freshman Year – Spring Semester SM110 Introduction to Sport Mgmt 3 SM201 Sport in Society 3 SM110 Introduction to Sport Mgmt 3 SM201 Sport in Society 3 CW101 Introduction to College Writing 3 CW102 College Writing and Research 3 CW101 Introduction to College Writing 3 CW102 College Writing and Research 3 FC101 First Year Seminar 2 FC120 Info/Tech Literacy 3 FC101 First Year Seminar 2 FC120 Info/Tech Literacy 3 MA___ Mathematics (MA104+) 3-4 CO103 Effective Presentation 3 MA___ Mathematics (MA104+) 3-4 CO103 Effective Presentation 3 PY105 General Psychology I 3 BI105 General Biology I 4 _____ Behavioral Science _____ Open Elective ** 3 ______Open Elective 3 Foundation Course 3 Semester Credits 17-18 Semester Credits 16 _____ Open Elective ** 3 Semester Credits 17-18 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester _____ Open Elective ** 3 HD209 Child Development 3 Sophomore Year – Fall Semester Sophomore Year – Spring Semester PE231 Preventive Care of Athl Injuries 3 PE222 Personal & Community Health 3 AC103 Prin of Financial Accounting 4 PE222 Personal & Community Health 3 PE121 First Aid and Safety 3 SM207 Sport Marketing 3 _____ Life & Physical Science Elective 4 _____ Concentration Elective 3 _____ History Elective 3 _____ Concentration Elective 3 PE121 First Aid and Safety 3 SM207 Sport Marketing 3 BI221 Anatomy & Physiology I 4 BI222 Anatomy & Physiology II 4 _____ History Elective 3 _____ Concentration Elective 3 Semester Credits 16 Semester Credits 16 _____ Humanities Elective 3 _____ Open Elective ** 3 Semester Credits 17 Semester Credits 15 Junior Year – Fall Semester Junior Year – Spring Semester _____ Humanities Elective 3 SO315 Schools and Societies 3 Junior Year – Fall Semester Junior Year – Spring Semester _____ Open Elective ** 3 SF324 Adaptive Sport & PE 3 SM233 Outdoor Recreation 3 SF324 Adaptive Sport & PE 3 SM303 Legal Issues in Sport 3 _____ Open Elective ** 3 _____ Behavioral Science Elective 3 _____ Concentration Elective 3 _____ Concentration Elective 3 _____ Fine Arts Elective 3 SM303 Legal Issues in Sport 3 SM405 Org./Mgmt. PE & Rec. 3 _____ Open Elective ** 3 SF310 Intro to Exercise Science 3 SM302 Sport Facilities 3 _____ Fine Arts Elective 3 Semester Credits 15 Semester Credits 15 _____ Open Elective ** 3 _____ Open Elective ** 3 Semester Credits 15 Semester Credits 15 Senior Year – Fall Semester Senior Year – Spring Semester _____ Open Elective ** 3 SF405 Organizational Management Senior Year – Fall Semester Senior Year – Spring Semester _____ Concentration Elective 3 of PE & Recreation Programs 3 _____ Open Elective ** 3 SM450 Sport Management Internship 6 SM401 Ethics in Sport 3 _____ Open Elective ** 3 _____ Concentration Elective 3 _____ Open Elective ** 3 SM430 Senior Seminar in Sport Mgmt 3 _____ Open Elective ** 3 SM401 Ethics in Sport 3 _____ Open Elective ** 3 _____ Literature Elective 3 _____ Open Elective ** 3 SM430 Senior Seminar in Sport Mgmt 3 OR Semester Credits 15 Semester Credits 12 _____ Literature Elective 3 SM451 Sport Mgmt Profess Internship 12 Semester Credits 15 Semester Credits 12 Cumulative GPA Required for Graduation: 2.00 Cumulative GPA Required for Graduation: 2.00

** Open Electives: Any course offered by the College may be used as an Open Elective.

109 Sport and Fitness Management Health/Fitness Management - Bachelor Program Recommended Courses by Semester and Year Total Credits to Graduate: 122

Freshman Year – Fall Semester Freshman Year – Spring Semester SM110 Introduction to Sport Mgmt 3 BI105 General Biology I 4 CW101 Introduction to College Writing 3 CW102 College Writing and Research 3 FC101 First Year Seminar 2 SM201 Sport in Society 3 MA__ Mathematics (MA104+) 3-4 FC120 Info/Tech Literacy 3 _____ Behavioral Science CO103 Effective Presentation 3 Foundation Course 3 _____ Open Elective ** 3 Semester Credits 17-18 Semester Credits 16

Sophomore Year – Fall Semester Sophomore Year – Spring Semester _____ History Elective 3 PE226 Nutrition 3 PE231 Preventive Care of Athl Injuries 3 PE222 Personal & Community Health 3 _____ Concentration Elective 3 SM207 Sport Marketing 3 _____ Fine Arts Elective 3 _____ Open Elective ** 3 BI221 Anatomy & Physiology I 4 BI222 Anatomy & Physiology II 4 Semester Credits 16 Semester Credits 16

Junior Year – Fall Semester Junior Year – Spring Semester _____ Humanities Elective 3 _____ Open Elective ** 3 _____ Behavioral Science Elective 3 SF324 Adaptive Sport & PE 3 SM303 Legal Issues in Sport 3 SF405 Org/Mgmt. of PE/Rec. 3 _____ Concentration Elective 3 _____ Open Elective ** 3 _____ Open Elective ** 3 _____ Concentration Elective 3 Semester Credits 15 Semester Credits 15

Senior Year – Fall Semester Senior Year – Spring Semester _____ Concentration Elective 3 SM450 Sport Management Internship 6 _____ Open Elective ** 3 _____ Open Elective ** 3 SM401 Ethics in Sport 3 _____ Open Elective ** 3 SM430 Senior Seminar in Sport Mgmt 3 OR _____ Literature Elective 3 SM451 Sport Mgmt Profess Internship 12 Semester Credits 15 Semester Credits 12

Cumulative GPA Required for Graduation: 2.00

** Open Electives: Any course offered by the College may be used as an Open Elective.

110 Sport and Fitness Management Sport Communication - Bachelor Program Recommended Courses by Semester and Year Total Credits to Graduate: 120

Freshman Year – Fall Semester Freshman Year – Spring Semester Freshman Year – Fall Semester Freshman Year – Spring Semester SM110 Introduction to Sport Mgmt 3 BI105 General Biology I 4 SM110 Introduction to Sport Mgmt 3 SM201 Sport in Society 3 CW101 Introduction to College Writing 3 CW102 College Writing and Research 3 CW101 Introduction to College Writing 3 CO107 Communication Technology 3 FC101 First Year Seminar 2 SM201 Sport in Society 3 FC101 First Year Seminar 2 FC120 Info/Tech Literacy 3 MA__ Mathematics (MA104+) 3-4 FC120 Info/Tech Literacy 3 _____ Open Elective ** 3 CO103 Effective Presentation 3 _____ Behavioral Science CO103 Effective Presentation 3 MA__ Mathematics (MA104+) 3-4 CW102 College Writing and Research 3 Foundation Course 3 _____ Behavioral Science _____ Open Elective ** 3 Foundation Course 3 Semester Credits 17-18 Semester Credits 16 Semester Credits 17-18 Semester Credits 15

Sophomore Year – Fall Semester Sophomore Year – Spring Semester Sophomore Year – Fall Semester Sophomore Year – Spring Semester _____ Open Elective ** 3 PE222 Personal & Community Health 3 _____ History Elective 3 PE226 Nutrition 3 _____ Life & Physical Science Elective 4 CO140 Video Production I 3 PE231 Preventive Care of Athl Injuries 3 PE222 Personal & Community Health 3 CO204 Introduction to Radio/Broadcast 3 SM207 Sport Marketing 3 _____ Concentration Elective 3 SM207 Sport Marketing 3 _____ History Elective 3 _____ Concentration Elective 3 _____ Fine Arts Elective 3 _____ Open Elective ** 3 _____ Humanities Elective 3 _____ Open Elective ** 3 BI221 Anatomy & Physiology I 4 BI222 Anatomy & Physiology II 4 Semester Credits 16 Semester Credits 15 Semester Credits 16 Semester Credits 16 Junior Year – Fall Semester Junior Year – Spring Semester Junior Year – Fall Semester Junior Year – Spring Semester CO210 Audio/Radio Production 3 SF324 Adaptive Sport & PE 3 _____ Humanities Elective 3 _____ Open Elective ** 3 _____ Behavioral Science Elective 3 _____ Concentration Elective 3 _____ Behavioral Science Elective 3 SF324 Adaptive Sport & PE 3 SM303 Legal Issues in Sport 3 SF405 Org/Mgmt. of PE/Rec. 3 SM303 Legal Issues in Sport 3 SF405 Org/Mgmt. of PE/Rec. 3 CO240 Video Production II 3 _____ Open Elective ** 3 _____ Concentration Elective 3 _____ Open Elective ** 3 _____ Open Elective ** 3 _____ Fine Arts Elective 3 _____ Open Elective ** 3 _____ Concentration Elective 3 Semester Credits 15 Semester Credits 15 Semester Credits 15 Semester Credits 15 Senior Year – Fall Semester Senior Year – Spring Semester Senior Year – Fall Semester Senior Year – Spring Semester CO304 Advanced Radio 3 SM450 Sport Management Internship 6 _____ Concentration Elective 3 SM450 Sport Management Internship 6 _____ Open Elective ** 3 _____ Open Elective ** 3 _____ Open Elective ** 3 _____ Open Elective ** 3 SM401 Ethics in Sport 3 _____ Open Elective ** 3 SM401 Ethics in Sport 3 _____ Open Elective ** 3 SM430 Senior Seminar in Sport Mgmt 3 SM430 Senior Seminar in Sport Mgmt 3 OR _____ Literature Elective 3 _____ Literature Elective 3 SM451 Sport Mgmt Profess Internship 12 Semester Credits 15 Semester Credits 12 Semester Credits 15 Semester Credits 12

Cumulative GPA Required for Graduation: 2.00 Cumulative GPA Required for Graduation: 2.00

** Open Electives: Any course offered by the College may be used as an Open Elective.

111 Course Descriptions

The following list includes all of the courses that the SR Social Responsibility institution offers on a regular basis. From time to IN Interdisciplinary Course time, the institution may offer courses not included Ability Based Education (ABE) in this listing and not all courses in this listing are Levels: L1, L2, L3 offered in every two-year cycle. Course descriptions Abilities: are listed in a straight alphabetic-numeric sequence, CCT Critical & Creative Thinking using the following prefixes to identify courses C Communication within the College. D Diversity & Global Perspective AC — Accounting V Values, Ethics & Social Responsibility AR — Art ICT Information & Communication Technology BI — Biology Literacy BS — Behavioral Sciences APS Analysis & Problem Solving BU — Business SI Social Interaction CH — Chemistry CJ — Criminal Justice CO — Communication Undergraduate courses are numbered from 100-499. CW — College Writing Courses numbered 100-199 may be taken by first EC — Economics year students. Some courses may have prerequisites. ED — Education Courses numbered from 200-299 usually have EL — English ES — Environmental Studies prerequisite introductory level courses and may be FC — First-Year College restricted to second year students. Courses numbered GD — Graphic Design 300-399 usually have prerequisite requirements GV — Government and may only be opened to juniors and seniors. HD — Human Development Courses numbered 400-499 usually have advanced HE — Health Science HI — History prerequisites and may only be opened to seniors. HO — Homeland Security HS — Human Services INTERNSHIP STATEMENT HT — Hospitality & Tourism HU — Humanities Mitchell College acknowledges the need for practical LS — Liberal Studies experience as part of the education of all students. MA — Mathematics One way to gain this experience is through an MK — Marketing internship. Students participating in an internship MU — Music PE — Physical Education represent Mitchell College and the major program in PH — Philosophy which they are enrolled. As such, interns are expected PY — Psychology to have excellent personal habits and a responsible SF — Sport & Fitness attitude toward their work and to exhibit exemplary SM — Sport Management verbal and non-verbal behavior at all times. SO — Sociology TH — Theater All students choosing to participate in an internship WL — World Language must fulfill the following criteria: W Course requires considerable writing assignments. • complete all prerequisite courses with a grade of C WI Central goal of course is improvement of student or better writing • have an overall GPA of 2.0 (2.5 is required in some majors) General Education Program • be on track for graduation Requirements –Course Designations: • complete all incomplete (I) grades prior to the AI American Institutions D Understanding Diversity start of the semester or by the end of the semester E Ethics and Values • internship must be in place at the end of add/drop G Global/Intercultural Perspective week of the semester 112 AC103 Principles of Financial Accounting AR104 Introduction to Painting 4 credits (fall and spring) DA: L2 ICT 3 credits (fall and spring) DA: L1 CCT Covers the introductory aspects of accounting, Explores the materials and techniques to including the basic accounting cycle and the posting compose, tone, and paint both representational process, the balance sheet and income statement, and nonrepresentational subjects. Offers first- revenue, costs, expenses, journal entries, bad hand experience controlling and manipulating debts, inventories, depreciation and payroll. Offers watercolors, and teaches a basic knowledge of color- students a broad understanding of accounting as field theory. a background for a business career and for use in other pursuits. Explores practical problem solving AR199 Special Topics in Art and computer applications during lab time. Credit hours by arrangement (offered as needed) DA: N/A AC104 Principles of Managerial Accounting Prerequisites: Open only with consent of the 4 credits (offered as needed) DA: L2 APS instructor. Prerequisites: AC103 Allows the department to design a course outside the Furthers a basic understanding accounting principles normal offerings. In any given semester, the course and includes the study of accounting practices for content and format is developed for students with partnerships, corporations and manufacturing special interests and demonstrated abilities. Course operations, how to analyze financial statements, may be repeated for credit with a change of topic. budgeting, and cost accounting. Explores practical NOTE: W designation as appropriate. problem solving and computer applications during lab time. AR205 Advanced Drawing 3 credits (spring) DA: L2 C AR101 History and Appreciation of Art I Prerequisites: AR103 or permission of the instructor. (G) (W) (D) Teaches the fundamentals of drawing the human 3 credits (fall) DA: L1 CCT figure using pencil, vine charcoal, and pastel Surveys art from the great early civilizations of mediums. Stresses proportion, gesture, and form the ancient near east to the middle ages with an through line and tonal application. Emphasizes emphasis on the Western tradition. The course will anatomy, with drawing from the skeletal structure also acquaint students with art from other traditions. and learning musculature serving as the foundation The course will balance contextual and aesthetic for drawing from the live model. perspectives. AR206 Advanced Painting AR102 History and Appreciation of Art II 3 credits (spring) DA: L2 CCT (G) (W) (D) Prerequisites: AR103, AR104, or permission of the 3 credits (spring) DA: L1 CCT instructor. Surveys art from the late 14th century to the present Explores the fundamentals of oil painting, with day, with an emphasis on the Western tradition. emphasis on color theory, medium application, and The course will also acquaint students with art from composition. Stresses personal artistic expression other traditions. The course will balance contextual within a flexible format designed to accommodate and aesthetic perspectives. each student’s artistic interests.

AR103 Drawing and Composition AR280 Digital Photography 3 credits (fall and spring) DA: L1 CCT 3 credits (spring) DA: L1 ICT Explores both representational and nonrepresentational This course will provide students with an subjects in pencil, pen and ink, charcoal, wash, and understanding of techniques and trends in collage. Participants study and practice basic drawing contemporary digital photography, as both a medium techniques while investigating the spatial relationships for self-expression and a tool for use in capturing of art elements: shape and volume, value, spatial image. The basic concepts and terminology of illusion and perspective, and thematic development. traditional photography, composition, color theory, 113 lighting methods, and equipment are covered in the BI106 Biology II context of planning and capturing images. Students 4 credits (spring) DA: L2 APS learn to plan, compose, and optimize image captures Prerequisites: BI105 or permission of the instructor. destined for digital media, and print. The student Continues the study introduced in BI105, including must possess a digital camera, preferably with reproduction and hormonal control, embryology, through-the-lens viewing. principles of taxonomy, the nature of plant tissues, and the structure and function of representative AR380 Advanced Digital Photography plant and animal organ systems. Lab experience 3 credits (spring) DA: L2 C examines embryonic development and explores Prerequisites: AR280 or permission of the instructor. photosynthesis and the life cycles and diversity of Students must obtain a digital camera for use. plant and animal species. Integrates principles of Advanced digital photography offers students an organismal biology, ecology and evolution. opportunity to delve deeper into the exploration NOTE: Three hours lecture and two hours laboratory of photography as a digital medium for artistic per week. The two biology courses (BI105 and BI106) and journalistic expression of an idea. Students are designed for students majoring or concentrating create work for projects designed to challenge their in the life sciences, or planning careers in the medical creative ability and increase their comprehension of field. the technology. BI143 Fundamentals of Life Science (SR except AR399 Special Topics in Art History during summer sessions) Credit hours by arrangement. 4 credits (fall and spring) 3 hr. lecture and 1 hr. lab (offered as needed) DA: N/A DA: L1 V Prerequisites: junior or senior status and permission Prerequisites: None of the instructor. Fundamentals of Life Science is an introductory Allows the department to design a course outside the course designed for non-science majors. Using normal offerings. In any given semester, the course scientific analytic techniques and problem solving content and format is developed for students with skills, students will demonstrate and communicate special interests and demonstrated abilities. Course how evolutionary theory connects and unifies may be repeated for credit with a change in topic. the following principles: living organisms are highly organized, living organisms must take in BI105 Biology I (W) and use energy (metabolism), living organisms 4 credits (fall and spring) DA: L1 APS must grow and reproduce, and humans are living Provides a broad overview of the molecular organisms. Emphasis is placed on the nature of biology and chief energy sources of cells, genetics, life at the cellular and molecular level and includes the regulation of gene action, the nature of an understanding of the functional and structural animal tissues and the structure and function of hierarchy from cells to ecosystems. The laboratory representative organ systems. Lab work includes exercises will introduce students to the proper use the microscopy of cells and tissues, experiments of a microscope and will involve experiments and in osmosis and respiration, cellular reproduction demonstrations illustrating the topics covered. and genetics, as well as organ system dissection. Students will be required to use critical thinking Integrates fundamental relationships of cellular and skills to analyze and evaluate data. This course organismal biology. meets the SR (Social Responsibility) requirement of NOTE: Three hours lecture and two hours laboratory the General Education Program and the Lab Science per week. Requirement for Life and Physical Sciences. This This course serves as a prerequisite for Anatomy and course will also meet the Problem Solving/Analysis Physiology I, BI221. and Communications requirements of the new ABE-based General Education Program.

114 BI145 Fundamentals of Marine Ecology (SR) BI210 History of Science 4 credits (fall and spring) DA: L1 V 3 credits DA: L2 C Marine Ecology is an introductory course. This course This is a survey course of the History of Science is designed to provide students with information on the beginning with the Scientific Revolution of the fundamentals of marine ecology and to help students sixteenth century and ending with scientific develop an appreciation for the diversity of life in the advances made during the late twentieth century. oceans and in coastal areas. Fundamentals include We will pay particular attention to individuals and discussion of properties of water, basic oceanography the impact these advancements had on the field of and ecological principles, comparison of terrestrial science and social implications. and marine ecosystems, plankton communities, deep sea biology, intertidal ecology, estuaries and salt BI221 Anatomy and Physiology I marshes, symbiotic relationships, and human impact 4 credits (fall) DA: L2 APS on the sea. The laboratory exercises will introduce Prerequisites: BI105 or permission of the instructor. students to ecological methodology including the Details the anatomical body plan, kinds of cells, surveying and sampling of populations and designing tissues and membranes. Emphasizes the structure and and conducting experiments. Many of the labs will functions of the skin, skeleton and joints, musculature be held outside and will make use of local resources. and central nervous system. Includes comprehensive laboratory examination of human skeletal materials, BI199 Special Topics in Biology the dissection of preserved animal specimens as well as Credit hours by arrangement. the use of laboratory equipment. CD-ROM computer (offered as needed) DA: N/A technology (A.D.A.M. Standard) enhances lab and Prerequisites: Open only with consent of the classroom activities. instructor. NOTE: Three hours lecture and two hours laboratory Allows the department to design a course outside the per week. BI221 and BI222 are designed for students normal offerings. In any given semester, the course intending to enter a degree program in medical content and format is developed for students with technology, physical therapy, nursing, physical special interests and demonstrated abilities. Course education and medicine. These courses are suitable may be repeated for credit with a change of topic. for the Life Science major. BI221 is the first half of a two-semester sequence. BI222 is the second half of BI201 Fundamentals of Ecology (SR) a two-semester sequence. Students are expected to 4 credits DA: L2 V enroll in both BI221 and BI222 for full transfer credit. Prerequisites: BI105, BI106, MA111, FC120 This course will focus on generalized ecological BI222 Anatomy and Physiology II principles that are applicable to marine and 4 credits (spring) DA: L2 APS terrestrial systems. Fundamentals include climate Prerequisites: BI105 and BI221 or permission of the patterns, energy flow through ecosystems, nutrient instructor. cycling, population dynamics, plant ecology, species Continues the organ approach introduced in interactions, characteristics of different biomes and BI221. Includes the study of sensory organs and the animal behavior. Current issues to be discussed autonomic nervous system, the endocrine system, include biodiversity crisis, global warming, habitat the cardiovascular and lymphatic systems, blood fragmentation, human population growth, invasive and tissue fluid, the respiratory, digestive and uro- species and pollution. The laboratory exercises genital systems. Lab work includes microscopy, the will introduce students to ecological methodology dissection of preserved specimens and the use of including, surveying and sampling populations and laboratory equipment including computer integrated designing and conducting experiments. Many of the physiological activities. CD-ROM computer labs will be held outside and will make use of Mitchell technology (A.D.A.M. Standard) enhances lab and Woods. Students will complete a project requiring classroom activities. knowledge of statistics and database management. NOTE: Three hours lecture and two hours laboratory Students in this course will participate in organizing per week. BI221 and BI222 are designed for students the annual Mitchell College Earth Day Event. intending to enter a degree program in medical 115 technology, physical therapy, nursing, physical BI301 The Ecology of Long Island Sound education and medicine. These courses are suitable 3 credits (fall - alternate years) DA: L3 APS for the Life Science major. BI221 is the first half of a Prerequisites: BI201 or BI145 and junior standing or two-semester sequence. BI222 is the second half of permission of instructor. a two-semester sequence. Students are expected to This course will focus exclusively on the ecology of the enroll in both BI221 and BI222 for full transfer credit. Long Island Sound. Teams of students will identify a sampling protocol, and then collect and analyze BI239 Microbiology their data over a season. Students will be expected to 4 credits (spring) DA: L2 APS analyze and present their data in a formal presentation Prerequisites: BI105 and CH111 or permission of the to the Mitchell community. instructor. Surveys microbial life forms, their occurrence, BI399 Special Topics in Biology classification, morphology, physiology, growth and Credit hours by arrangement. reproductive mechanisms, their particular significance (offered as needed) DA: N/A in natural and controlled environments (soil, water, Prerequisites: Open only with consent of the food) and in the production of disease. Emphasizes instructor. bacteria, with laboratory studies that include Allows the department to design a course outside the their culture and isolation, standard staining and normal offerings. In any given semester, the course microscopy techniques, physiological characteristics content and format is developed for students with and the identification of unknown species. special interests and demonstrated abilities. Course NOTE: Three hours lecture and two hours laboratory may be repeated for credit with a change of topic. per week. BS199 Special Topics in Behavioral Sciences BI251 Genetics (E) Credit hours by arrangement. 3 credits (spring) DA: L2 V (offered as needed) DA: N/A Prerequisites: BI105 or BI143 with permission of Prerequisites: Open only with consent of the instructor. instructor. This course covers the nature of genes, their function Allows the department to design a course outside the and regulation, as well as transmission of inherited normal offerings. In any given semester, the course traits in individuals and in populations. The material content and format is developed for students with covered will include both classical genetics and special interests and demonstrated abilities. Course modern applications, including molecular biological may be repeated for credit with a change of topic. techniques used in research laboratories and in current medical practice. Extensive use will also be BS330 Behavioral Statistics made of such genetics databases as Online Mendelian 3 credits (fall) DA: L2 APS Inheritance in Man (OMIM), updated daily and Prerequisites: PY105 or HD108 and junior status. sponsored by the National Institutes of Health (NIH), This course will focus on quantitative descriptive and and other sites, including those related to the Human referential statistics, including graphic measures, Genome Project. frequency distributions, measures of central tendency and variability, correlation, probability estimations, BI290 Hospital Shadowing Field Experience linear regressions, analysis of variance, non parametric 3 credits (spring) DA: L2 V statistics and confidence intervals. The course will This course introduces students to the various health provide a basic understanding of statistical analysis professional career opportunities available at a within the context of applied behavioral science hopital setting, and the skills and education required examples with exposure to current technology. to pursue these career paths through hospital visits and weekly seminar sessions. The students will work on their résumé writing and interview skills, and will develop an understanding of the professional behaviors required in the health field. 116 BS331 Research Methods I BS351 Grad School and Beyond: 3 credits (spring) DA: L2 APS Professional Seminar Prerequisites: BS330 (C- or better in BS330) 3 credits (fall ) DA: L3 C The course provides an introduction to the Prerequisite: junior or senior status methodologies utilized in the behavioral sciences. This course is intended for upper division students Guidelines for the assessment, interpretation, and considering graduate school as a next step following utilization of research studies are presented. Emphasis baccalaureate completion, and will examine the grad is placed on data collection techniques, fundamental school selection process, required entrance exams quantitative and qualitative research techniques, (such as GRE, MAT), résumé/CV creation, and other statistical methodology, methods of scientific topics. This is to be an active, intensive, participation- inquiry, computer programming, and the design and oriented seminar. execution of research investigations. Research theory is combined with practical and applied exercises in BS399 Special Topics in Behavioral Sciences research methods. Credit hours by arrangement. (offered as needed) DA: N/A BS335 Family Services Programming Prerequisites: Open only with consent of the 3 credits (fall) DA: L2 V instructor. Prerequisites: HD108 and junior status. Allows the department to design a course outside the An overview of community organizations in human normal offerings. In any given semester, the course services to offer insight into potential internship content and format is developed for students with placements and career planning. Students are exposed special interests and demonstrated abilities. Course to a variety of community services programming may be repeated for credit with a change of topic. settings related to individual and family services. Professional protocol, legal issues, and the rigors BS440 Behavioral Sciences Internship II of this vocation are discussed. Preparation for the 3 credits (fall and spring) DA: L2 SI internship includes assessments, resume writing, Prerequisites: BS335 and senior status or permission and interviewing. Lecture material, guest speakers of the instructor. and reading assignments are integrated to expose the Internship I or II in the Department of Behavioral student to a holistic approach to wellness services. Sciences is a practical and extensive internship experience related to the behavioral sciences, such BS340 Behavioral Sciences Internship I as in a human service agency or institution or in 3 credits (fall and spring) DA: L2 SI an educational setting. The internship experience Prerequisites: BS335 and junior status or permission is under the direction of a faculty member of the of the instructor. Department of Behavioral Sciences in conjunction Internship I or II in the Department of Behavioral with an on-site internship supervisor. Students must Sciences is a practical and extensive internship be available 8-10 hours per week, including regular experience related to the behavioral sciences, such meetings with a designated faculty supervisor. The as in a human service agency or institution or in internship is supported by discussion with the faculty an educational setting. The internship experience supervisor and other participating internship students is under the direction of a faculty member of the to integrate behavioral science theory with practical Department of Behavioral Sciences in conjunction applications. A detailed journal and final report must with an on-site internship supervisor. Students must be submitted for evaluation in addition to a separate be available 8-10 hours per week, including regular evaluation submitted by the internship supervisor. meetings with a designated faculty supervisor. The internship is supported by discussion with the faculty BS443 Research Methods II supervisor and other participating internship students 3 credits (fall) DA: L3 APS to integrate behavioral science theory with practical Prerequisites: BS330 and BS331; C- or better in BS331. applications. A detailed journal and final report must This course is designed to help students further be submitted for evaluation in addition to a separate their exploration and investigation of the specialized evaluation submitted by the internship supervisor. theories and issues that began in research methods I. 117 As such, the course affords the senior student with traditional capstone seminar, students will be required the opportunity for more extensive research and to construct a scientific poster of their research and study in a selected area of behavioral sciences after submit a proposal for a presentation to a conference receiving written approval of their capstone topic. The of their choosing. Success in the Capstone Seminar focus of this semester is twofold: students continue requires a successful convergence of virtually all the development of a detailed and in-depth research behavioral science coursework: selection of an area paper and then prepare to present their findings to of research, conducting a thorough search of the the academic community. literature, establishing a theoretical foundation to guide and organize the project, applying appropriate BS490 Capstone Seminar (WI) research methodology, analyzing collected data, 3 credits (fall and spring) DA: L3 APS drawing conclusions, and suggesting areas worthy Prerequisites: C- or better in BS330, BS331, BS443 of future research. The capstone research paper and senior status. describing the entire project is submittted at the end of This course provides senior students with a practical the semester and must reflect strict adherence to APA application of their knowledge base in behavioral guidelines. Each student is also required to prepare a science. Students are required to develop a research public presentation of their work, and participate in project that integrates previous coursework and a behavioral science poster session. demonstrates how one’s competencies have been shaped by the human development or psychology BU110 Business Law (E) major. In addition to designing and implementing 3 credits (fall and spring) DA: L1 V a suitable research project, students have the Prerequisites: BU123 opportunity to systematically observe themselves, test Considers the application of fundamental legal their developing skills, and critically evaluate results principles to typical business situations. Illustrates and outcomes. selected cases dealing with contracts, agency, Success in the Capstone Seminar requires a negotiable instruments, real and personal property, successful convergence of virtually all behavioral security transactions, sales, partnerships and science coursework: selection of an area of research, corporations. conducting a thorough search of the literature, establishing a theoretical foundation to guide and BU123 Introduction to Business organize the project, applying appropriate research 3 credits (fall and spring) DA: L1 D methodology, analyzing collected data, drawing Explores the nature of the American free enterprise conclusions, and suggesting areas worthy of future system and its business organization. Gives students research. The capstone research paper describing a broad overview of the functions, institutions, the entire project is submittted at the end of the principles, practices and a working vocabulary of semester and must reflect strict adherence to APA business. guidelines. Each student is also required to prepare a NOTE: BU123 is recommended for all students for public presentation of their work, and participate in personal or business use. It is recommended that a behavioral science poster session. students take BU123 before studying other business subjects. A minimum grade of C is required for BS491 Honors Capstone Seminar (WI) business majors to meet graduation requirements and 3 credits (fall and spring) DA: L3 APS to enroll in additional business courses. Prerequisites: C- or better in BS330, BS331, BS443 and senior status. BU124 Marketing This course provides senior students with a practical 3 credits (fall and spring) DA: L1 CCT application of their knowledge base in behavioral Overviews all marketing activities, with specific science. Students are required to develop a research study of market research, demographics, product project that integrates previous coursework and development, pricing, retailing and wholesaling of demonstrates how one’s competencies have been goods, promotional activities, advertising, sales and shaped by the human development or psychology selling steps. Uses marketing problems and cases as major. In addition to the requirements for the class activities. 118 BU199 Special Topics in Business BU311 Principles of Entrepreneurship Credit hours by arrangement. 3 credits (fall) DA: L2 C (offered as needed) DA: N/A Prerequisites: BU123 Prerequisites: Open only with consent of the This course concentrates on the personal and instructor. business fundamentals required to start and operate Allows the department to design a course outside the a successful new business venture. Topics include case normal offerings. In any given semester, the course analysis of successful entrepreneurs from inspirational content and format is developed for students with beginnings to personal and business struggles to special interests and demonstrated abilities. Course completion of new venture. The course objective is may be repeated for credit with a change of topic. to provide the knowledge and the ability to identify business opportunities, evaluate potential and to BU214 Business Internship (soph.) determine venture requirements. 3 credits (offered as needed) DA: L2 SI Prerequisites: Permission of the instructor. BU313 Strategic Product Development and This sophomore/junior level internship affords the Management business student the opportunity to become acquainted 3 credits (spring) DA: L2 CCT with various work settings. Students work off campus Prerequisites: BU310 in a business related to their vocational interests. The course will provide the students with the opportunity to use and enhance their marketing BU225 Personal Investing skills as they go through the process and review of 3 credits (spring) DA: L2 APS the demands inherent in the launch of a new product An exciting introduction into the world of or service. The course will take the student from introductory investments, stocks and bonds and initial creative concepts through market introduction alternative investments. culminating with market and brand assessment. The course will give students the knowledge and BU250 Management and Organizations understanding of all the rigorous effort and research 3 credits (fall and spring) DA: L2 SI that are behind the scenes when creating a successful Prerequisites: BU123 brand identity. This course introduces and emphasizes the systems approach to investigating organizational structures, BU321 Human Resource Management (D) processes, functions, and dynamics. It applies selected 3 credits (fall) DA: L2 D theories and principles to such organizational Prerequisites: BU123 phenomena as power, authority, conflict, motivation, Human Resource Management encompasses those communication, and managerial/leadership style activities designed to provide and coordinate the to explore individual, interpersonal, and group human resources of an organization. This course will behavior in the organization. The course builds focus on the relationship between people and the an understanding of key managerial skills and the organization from the management point of view. interpersonal, informational, and decision-making Topics will include: planning, recruiting, selecting, roles of managers that support effective performance. training and counseling employees. The course examines the planning, organizing, staffing, leading, communicating, and controlling functions. BU322 International Business (G) 3 credits (fall and spring) DA: L3 D BU310 Marketing Research (E) Prerequisites: BU123 3 credits (fall) DA: L2 ICT This course provides an opportunity to analyze Prerequisites: BU124 and to evaluate linkages between domestic and This course is a study of the quantitative and qualitative international business environments. The process techniques of marketing research. The course covers involves comparisons of economic systems, central topics such as: the role of marketing research, design governments and monetary systems with emphasis on and research studies, measurement, sampling, analysis developing techniques for dealing with multicultural and reporting of data. differences, culture gaps and world events, which 119 likely will impact U.S. multinational enterprises well advertising and promotional strategies with the use of into the future. such media as television, radio, print, social networks and the internet. BU324 Financial Management in Early Childhood Education BU340 Business Ethics (E) 3 credits (fall) DA: L2 APS 3 credits (fall and spring) DA: L2 V Prerequisites: AC103 Prerequisites: BU123 This course will serve as an introduction to the general This course provides an overview of ethical behavior principles of business finance. Topics include financial as it relates to the organization’s values and traditions, statement analysis, forecasting, budgeting, working not just to the individuals who make the decisions capital management, time value of money, discounted and carry them out. Specifically, instruction will cash flow analysis, capital budgeting, cost of capital provide students with a framework that they can and cash flow analysis. Emphasis will be placed upon use to identify, analyze, and resolve ethical issues the development of financial analysis and problem- in business decision-making. By studying business solving skills within the framework of running a child ethics, students begin to understand how to cope with care program. conflicts between their personal values and those of the organization. BU325 Financial Management 3 credits (fall and spring) DA: L2 APS BU399 Special Topics in Business Prerequisites: AC103 3 credits (offered as needed) DA: N/A This course will serve as an introduction to the general This course is designated as special topics, which principles of business finance. Topics include financial allows the department to design a course to meet statement analysis, forecasting, budgeting, working specific current business topic or a specific selection capital management, time value of money, discounted of business industry topics that are of interest to the cash flow analysis, capital budgeting, cost of capital students. and cash flow analysis. Emphasis will be placed upon the development of financial analysis and problem BU411 Accounting and Funding for Small solving skills. Business 3 credits (offered as needed) DA: L3 APS BU326 Entrepreneurial Creativity Prerequisites: BU325 3 credits (spring) DA: L2 CCT This course will teach the student accounting for This course will provide in-depth study and analysis of small business by using the Quick Books program. a variety of approaches to unlock and develop creative The course will center around the transactions and and innovative thought. Review of case studies of statement interpretations for small businesses. Topics successful entrepreneurs and explore how they were such as funding, managing funding and taxes will be able to articulate their creative ideas and transform presented with related journal entries. The Quick those ideas into viable business ventures. The course Books program will be the vehicle in which material will enable the students to explore and study their own will be presented and practiced. personal creative ability and study how that ability can enhance their entrepreneurial success and improve BU412 Small Business Capstone Project their ability in understanding business risk. 3 credits (fall and spring) DA: L3 SI Prerequisites: junior standing. BU332 Advertising This course serves as a capstone project for the Small 3 credits (offered as needed) DA: L2 C Business Studies student. The project culminates Prerequisites: BU124 in the completion of a new venture that has been This course examines the functions and roles of created, developed and implemented by the student promotional strategies in the context of the marketing from initial innovative concept to the fledgling new concept. Emphasis is placed on the role of advertising venture. The student will experience the energy and as a part of the marketing plan. Case studies and enthusiasm provided by the new venture but will projects provide experience in developing creative also be exposed to the effort and drive that it takes 120 to keep the venture prospering and the day to day BU426 Small Business Internship II management skills and strategies that are critical to 3 credits (fall and spring) DA: L3 SI entrepreneurial success. Prerequisites: senior status or permission of instructor. An applied extension of the Small Business program BU413 Small Business Marketing with particular emphasis on the student’s career and Communication interests, goals, and options. This senior internship 3 credits (fall) DA: L3 C recognizes Mitchell College’s need for practical, Prerequisite: BU124 career skills training as part of the education of all This course presents an integrated approach to the students. Working with the classroom professor, creation, implementation and measurement of the students will choose a fieldwork experience in a means in which an organization communicates company or corporation. The internship is supported both internally and externally from a small business by discussions with the classroom professor and perspective. The critical marketing and sales tools students, as well as input from one’s on-site internship of newsletters, sales brochures, point of sale and supervisor. A detailed journal and final report are promotional programs are developed. required.

BU420 Small Business Internship for BU427 Exploring Career Options Early Childhood Education 2 credits (fall and spring) DA: L2 C 6 credits (fall and spring) DA: L3 SI Prerequisites: junior/senior status or permission of Prerequisites: senior status or permission of instructor. instructor. An applied extension of the Small Business program An abilities-based course designed to illuminate with particular emphasis on the student’s career career paths available to Business Administration interests, goals, and options. This senior internship majors in preparation for meeting their internship recognizes Mitchell College’s need for practical, and career goals. Particular emphasis is placed on the career skills training as part of the education of all self-assessment of skills and aspirations, researching students. Working with the classroom professor, careers, networking, resume writing, interviewing, and students will choose a fieldwork experience in a graduate options. Lecture material and assignments company or corporation. The internship is supported are integrated with conducting an informational by discussions with the classroom professor and interview, career-building activities, and individual students, as well as input from one’s on-site internship video-taped mock interviews, culminating in a supervisor. A detailed journal and final report are portfolio project. required. BU428 Business Plan Development (W) BU425 Small Business Internship I 3 credits (fall and spring) DA: L3 SI 3 credits (fall and spring) DA: L3 SI Prerequisites: BU310 or permission of instructor. Prerequisites: senior status or permission of instructor. This course will provide each student the opportunity An applied extension of the Small Business program to create and develop their own business venture. with particular emphasis on the student’s career This course will build upon their business research interests, goals, and options. This senior internship skills developed in BU 310 and will culminate with a recognizes Mitchell College’s need for practical, completed business plan and the launch of an actual career skills training as part of the education of all venture to be managed through the student’s senior students. Working with the classroom professor, year via the Small Business Studies Practicum. College students will choose a fieldwork experience in a faculty will provide in-depth review and analysis of company or corporation. The internship is supported each business plan and serve as business advisors. by discussions with the classroom professor and students, as well as input from one’s on-site internship BU495 Business Major Internship supervisor. A detailed journal and final report are 12 credits (offered as needed) DA: L3 SI required. Prerequisites: Permission of instructor. An applied extension of the Business program with particular emphasis on the student’s career interests, 121 goals, and options. This major internship recognizes NOTE: Three hours lecture and two hours laboratory Mitchell College’s need for practical, career skills per week. training as part of the education of all students. Working with a supervising professor, students CH399 Special Topics in Chemistry will complete practical experience in a company or Credit hours by arrangement (offered as needed) corporation such as the Walt Disney Corporation Prerequisites: Open only with consent of the (Internship Program). A detailed journal and final instructor. report are required. Allows the department to design a course outside the normal offerings. In any given semester, the course CH199 Special Topics in Chemistry content and format is developed for students with Credit hours by arrangement (offered as needed) special interests and demonstrated abilities. Course Prerequisite: Open only with consent of the instructor. may be repeated with a change of topic. Allows the department to design a course outside the normal offerings. In any given semester, the course CJ170 Introduction to Tribal Legal Studies content and format is developed for students with 3 credits (fall or as necessary) DA: L1 CCT special interests and demonstrated abilities. Course A general overview of Federal Indian policy and law may be repeated with a change of topic. from 1700 to the present. This course provides basic knowledge of Tribal, State and Federal jurisdiction CH111 General College Chemistry I in Indian Country and a brief introduction to tribal 4 credits (fall) DA: L2 APS governance and judiciary. Prerequisites: MA105 or permission of the instructor. Covers basic calculations in chemistry by dealing CJ199 Special Topics in Criminal Justice broadly with the elements, their properties, the Credit hours by arrangement. DA: N/A empirical laws and principles which describe their (offered as needed) modes of interaction, and the theories and concepts Prerequisites: junior or senior status and permission that have been devised to account for and correlate of the instructor. these laws, properties, and reaction patterns. Allows the department to design a course outside the Where feasible, the treatment is quantitative both normal offerings. In any given semester, the course in lecture and laboratory work. Lab experiments content and format is developed for students with apply modern analytical techniques using pH special interests and demonstrated abilities. Course meters, spectrophotometers, analytical balances, and may be repeated for credit with a change in topic. centrifuges. Computer applications are included in laboratory experiments when appropriate. CJ245 Criminology NOTE: Three hours lecture and two hours laboratory 3 credits (spring) DA: L2 CCT per week. Prerequisites: CJ247 or permission of instructor. Introduces the scientific approach to the study of CH112 General College Chemistry II criminal behavior. Theories of criminal behavior will 4 credits (spring) DA: L2 SI be explored. Prerequisites: CH111 Emphasizes certain kinds or chemical reactions, CJ247 Introduction to Criminal Justice including those involving gases, reduction oxidation 3 credits (fall and spring) DA: L1 C reactions, precipitation reactions and acid base Provides an overview of the contemporary criminal reactions as an expansion of knowledge gained in justice system, with special focus on law enforcement, General Chemistry I. Also covers thermochemistry the judicial process, and corrections. and rates of reaction. Approximately one quarter of the laboratory sessions are devoted to a scheme of CJ249 Corrections in Society qualitative analysis involving a limited group of ions 3 Credits DA: L1 C including a water analysis of a local pond. Computer A multidisciplinary approach to contemporary issues applications are included in laboratory experiments in American Corrections. Emphasis is placed upon when appropriate. the historical development, organization and practices 122 and the societal context of the American correctional system. Organization and operation of these systems system. will be explored.

CJ251 Juvenile Delinquency and the CJ270 Tribal Legal Process Juvenile Justice System 3 credits (spring or as necessary) DA: L1 CCT 3 credits (fall) DA: L1 C An in-depth look at contemporary criminal and Prerequisites: CJ247 or permission of instructor. civil jurisdiction in Indian Country. The course will Investigates the legal and social definitions of employ the case-study approach with an emphasis on delinquency, while covering changing patterns in types the practical application and assessment of criminal of offenses and standard and innovative treatments, justice issues. with a view toward long-term improvements of existing methods. CJ305 Comparative Legal Systems (W) (G) 3 credits DA: L2 APS CJ257 Drugs, Law and Society This course introduces students to the complex issues 3 credits (spring) DA: L 1 APS involved in comparing the various legal systems Explores family dynamics, cultural issues, causes, around the world today. Particular attention will be medical aspects, and treatment of drug abuse. focused on the main legal families in terms of the structure and sources of their various laws and against CJ261 Substantive Criminal Law (W) the historical background in which these laws were 3 credits (fall) DA: L2 APS formed. Prerequisites: CJ247 Examines the history and development of the U.S. CJ306 Correctional Treatment Programs system of criminal law, and includes the definition of 3 credits DA: L2 SI substantive law, and liability under the law. A comprehensive review of specific correctional programs and services geared towards client risk CJ262 Criminal Justice Sophomore reduction and enhanced public safety. Special Field Experience emphasis shall be given to the CT and NY DOC 3 credits (spring) DA: L2 SI models, especially with regard to the Management Prerequisites: Students must be fourth semester of Security Risk Groups (SRGs) and Substance abuse Criminal Justice or Homeland Security majors and programming. receive permission of the instructor. Enrollment is limited. This is a monitored field experience with a CJ310 Criminal Justice in Film selected criminal justice or homeland security agency. 3 credits (spring, winter and summer optional) DA: L2 CCT CJ264 Forensic Psychology Prerequisites: CJ247, CJ245 or recommendation of 3 credits (spring) DA: L2 APS the instructor. Prerequisites: PY105 and PY106 or CJ247 This course affords the student an opportunity to This course will explore the association of crime explore the theoretical underpinnings and institutions and the crime scene to the adaptation, history, and of the criminal justice system through film. The structure of human behavior. Particular emphasis will Crime Film will be examined as a cinematic genre be placed on the relationship of personality and social with particular emphasis on lighting, camera angles learning to criminal behavior. Historical case studies and sound. Further, the course uses film to explore will support all the principles (modus operandi, such issues as the nature of art, meaning, truth and staging, victimology, etc.) presented in the course. justice and the relationship between popular culture and the institutions of the criminal justice system. CJ265 Probation and Parole Emphasis will be placed throughout on the influence 3 credits (spring) DA: L2 C of ethnicity, culture and gender in the films presented. Prerequisites: CJ247 Probation and Parole will review the application of probation and parole methods in the criminal justice 123 CJ313 Criminal Justice, Crime & Public Policy CJ322 Policing in a Free Society (W) 3 credits (fall) DA: L2 C 3 credits DA: L2 C Prerequisites: CJ247 or permission of the instructor. Formerly Policing in America (CJ322). This course This course will examine the nature of the public examines the role of law enforcement from a variety policy process from policy formation through policy of disciplinary perspectives. Topics include the termination. Specific areas covered will be public history of law enforcement, theories of policing and policy and crime, public policy and criminal justice the organization of police agencies. Special attention trends in public policies. The objective of this course will be given to the concepts of community policing will be to give students an opportunity to analyze and and police-community relations, the relationship of apply a particular policy to current problems or issues the police to other components of the criminal justice in criminal justice. Hands-on experience in analysis system and the contemporary policing issues of stress, and implementation will be afforded the student. danger, corruption and misuse of force.

CJ314 Victimology CJ325 Law in Society (W) 3 credits (spring) DA: L2 C 3 credits DA: L2 C Prerequisites: CJ247 or permission of the instructor. An examination of the relationship between law and The role of victims in criminal activity, the impact society, or the interaction of legal and social variables. on the victims by the criminal justice system, and The course will focus on identifying the role of law in victim assistance programs will be studied. Domestic contemporary society, and problems of defining and violence and victims involved with homicides will studying law; functions and forms of law, the critique have a special focus. of law, and the different legal systems; law in relation to justice and morality; the nature of legal reasoning CJ315 Foundations of Public Administration (D) and discretion; and jurisprudential and sociological 3 credits (fall) DA: L2 V theories of law. Anthropological, historical and Prerequisites: CJ247 or HS115 or GV119; or contextual perspectives on law will be considered. The permission of the instructor. nature of the legal profession, and selective aspects This course will involve the study of administrative of legal behavior, will also be examined. The course theory, the context of bureaucracy, the environment will conclude with some attention to law and social of public service and the role of administrators in change. government. The students will examine theoretical approaches to understanding the administration of CJ326 Legal Issues in Corrections (W) criminal justice and human services agencies. This 3 credits DA: L2 C course will provide a selective survey of theoretical A review of the legal and statutory requirements formations and empirical studies in public involved in contemporary correctional programming administration. and administration. Areas covered shall include Civil Rights (42 USC 1983) Cases, HIPPA and CJ320 Constitutional Criminal Procedure (W) Confidentiality, Labor Management, and Inmate 3 credits DA: L2 CCT Programs. The student shall develop critical thinking Formerly Criminal Procedures (CJ320). This course skills relating to best practices in a variety of facility will provide the student with an understanding of and community settings. American constitutional history, the structure of American state and federal court systems and the CJ327 Crisis Intervention ongoing development of the Constitutional principles 3 credits (spring) DA: L2 APS that guide the application of the American criminal Prerequisites: Permission of the instructor. justice system to law violators. Particular emphasis This course offers the opportunity to examine will be given to the 4th, 5th, 6th, 8th, 10th and 14th principles of crisis intervention across a wide variety Amendments to the Constitution. of situations. Areas and topics covered include: panic states, suicide, homicide, physical assault, sexual assault, hostage/barricaded situations, drug/ alcohol related crises and others. Contemporary 124 theory of crisis causation will be presented as well CJ420 CJ Assessment and Case Management as intervention strategies that have proven to be 3 credits DA: L2 C efficient and productive. Role playing and structured Application of Case Management theory and methods. improvisation will be utilized. Includes Objective Classification Systems, The 12 Core Functions, and Security Awareness: Collaborative CJ331 Research Methods I Approaches with Custody Staff. 4 credits (fall jr. year) DA: L2 APS Prerequisites Recommended: MA104/105 CJ430 CJ Intervention Strategies Course will provide students with a general review of 3 credits DA: L2 APS quantitative methods in criminal justice applications. An in depth review of criminal justice intervention Topics covered will include the graphical displays of strategies which focus on the management of data, units of analysis, levels of measurement, measures the resistant client. Areas covered shall include of central tendency and dispersion, probability and Chronic Disciplinary Units, Administrative hypothesis testing. Statistical techniques, including Segregation Units, Protective Custody and Mental comparison of means and proportions, correlation Health in corrections. A review of risk factor analysis and linear regression, will be employed to analyze data as a baseline for measuring ongoing behaviors. drawn from the discipline. CJ440 Senior Research Project in CJ332 Research Methods II Criminal Justice 3 credits (spring) DA: L2 APS 6 credits (spring) DA: L2 C Prerequisites: CJ247 and MA111 or CJ331 Prerequisites: Senior Criminal Justice Major and An examination of the methodological foundations permission of instructor. of criminal justice and construction of concepts and Independent research or special project under the hypothesis; research designs including questionnaires, supervision of a criminal justice faculty member. interviews, experiments, observation, and research Topics must be chosen with the approval of the ethics. instructor.

CJ362 Criminal Justice Junior Field Experience CJ441 Senior Seminar in Criminal Justice 3 credits (spring) DA: L2 SI 3 credits (fall) DA: L2 APS Prerequisites: Student must be Criminal Justice or Prerequisites: Senior Criminal Justice Major. Homeland Security major and receive permission This capstone course will provide a critical analysis from the instructor. Enrollment is limited. This is of the major issues in criminal justice. The topics will a monitored field experience with a select criminal range from corruption, overcrowding in correctional justice or homeland security agency. institutions, women in the criminal justice system, to current public issues. CJ370 Tribal Law and Governance 3 credits (fall or as necessary) DA: L2 CCT CJ442 Senior Criminal Justice Field Experience A practical and applied overview of the structure and 6 credits (spring) DA: L2 SI the laws that govern Indian tribal governments and Prerequisites: Senior Criminal Justice or Homeland their unique relationship with the Federal government. Security Major and permission of instructor. Enrollment is limited. CJ399 Special Topics in Criminal Justice The Senior Internship is a 6-credit field experience 3 credits DA: N/A course affiliated with police, courts, corrections or a Designed as an upper-level elective course specifically related criminal justice agency. for junior and senior students, when offered, the academic department introduces a unique and exciting topical course which isn’t part of the traditional curriculum. Special Topic courses are offered as needed and as interest arises.

125 CJ445 Ethical and Philosophical CO109 Journalism I (WI) Foundations in Criminal Justice (E) 3 credits (fall) DA: L1 C 3 credits (fall) DA: L2 V Prerequisites: Enrollment in CW101 and permission Prerequisites: Senior Criminal Justice Major or of the instructor. permission of instructor. Explores the fundamentals of journalism and news The thrust of this course is an inquiry into the writing and reporting: how to compile a fair, balanced relationship between morality and the law. A wide and comprehensive news story; news writing style; the range of issues, including moral dilemmas within the art of the news interview; obituary writing; fire and field of criminal justice are examined. Topics developed police reporting; the news beat system; and feature by students and faculty will include sentencing, police story writing. ethics and the issue of governmental control. CO110 Journalism II (WI) CJ470 Crime and Victims in Indian Country 3 credits (spring) DA: L2 C 3 credits (spring or as necessary) DA: L2 CCT Prerequisites: CO109 A practical and applied overview of the structures and Continues the study of journalism through in-depth the laws that govern Indian tribal governments and reporting, municipal news reporting, court reporting, their unique relationship with the Federal government. investigative reporting, and journalism for electronic media. Includes examination of alternative media and CO103 Effective Presentations changing trends in the news industry. 3 credits DA: L 1 C This course is designed to increase your effectiveness CO115 Introduction to Film Study (W) (D) as a communicator and presenter by emphasizing 3 credits (spring and fall) DA: L1 C critical thinking, careful research, organization, and Introduction to Film Study and Appreciation will give delivery strategies. students an historical understanding of American film production and a critical perspective from which to CO105 Introduction to Mass Communication view contemporary film. Beginning with the dawn of (W) (E) silent film and continuing through the developments 3 credits DA: L1 V of the new independent cinema, this course will A broad analysis of the theories, forms, purposes and examine Hollywood cinema as an institution: its major criticisms of mass communication. The course history, genres, and work as both a cultural form and focuses on the organizational structure, management as an industry. and unique characteristics of broadcast and print media. Current practices, responsibilities, consumer CO126 Interpersonal Communication (D) rights, ethics and legal issues are addressed. 3 credits (spring) DA: L1 SI Communication skills and behaviors essential to CO107 Communication and Technology (W) effective interpersonal relationships; theories relative 3 credits DA: L1 ICT to developing, maintaining, and ending relationships; An exploration of the interaction of communication and exploration of productive and non-productive technologies and society, with an emphasis on politics, communication patterns for casual relationships, advertising and entertainment. Students will have friendships, families, and intimate and professional hands-on experiences utilizing a variety of digital relationships. technologies, their uses, application and impact in the field of communication. A primary outcome is CO140 Video Production I to have students conversant with the language of the 3 credits DA: L1 C media and to develop competencies in the use of the A hands-on approach to video production that offers technologies. students an understanding of the principles and practices of video production, including introduction to basic technical skills and theories relative to camera operation, shot/framing techniques, editing, vocabulary, procedure, uses, and career opportunities. 126 CO180 Communication for Leaders CO210 Advanced Audio and Radio Production 3 credits DA: L1 SI 3 credits DA: L2 C This course builds on the foundational leadership Overview of the essential building blocks/techniques skills students need to be leaders on and off campus. of audio production and their application in various This course examines the social change model of multimedia formats including, video, film and radio leadership and is designed to prepare students for (broadcast and internet). This is a hands-on, project- positions of leadership, enhancing their skill building based course. in the areas of conflict resolution, communication, problem solving, decision making, and much more. CO211 Creative Writing (WI) This course is highly interactive and uses experiential 3 credits (spring) DA: L1 CCT activities as the context for learning. This course is Prerequisites: CW102 (C- grade or better), the recommended for applicants to the Resident Assistant, equivalent or permission of the instructor. Orientation Leader, and Peer Mentor positions. For students who have demonstrated a desire and Participation in the MILES program or a club or ability to write proficiently and creatively. This organization’s executive board is recommended but course promotes writers capable of crafting works of not a prerequisite to this course. literary merit and of giving and accepting constructive criticism. CO199 Special Topics in Communication Emphasizes fiction, although a variety of literary types 3 credits DA: N/A is considered. Works in progress as well as finished Allows the department to design a course outside the products are shared and discussed in class. normal offerings. In any given semester, the course content and format is developed for students with CO216 The Horror Film (W) special interests and demonstrated abilities. Course 3 credits DA: L2 CCT may be repeated for credit with a change in topic. Issues of gender, sexuality, psychological dysfunction, and sociological fears have always been central to CO202 Communication and Society (W) (D) the horror film. These fears create and shape such (E) (G) monstrous images as Dracula, Norman Bates, 3 credits DA: L1 D Rosemary’s baby, and “the shape.” But what makes A broad introduction to the role communication plays these images horrific? In this course we will watch a in society. Focus is placed on the theories, concepts, variety of classic and contemporary horror films with issues, and research models used to explore the the goal of understanding how what is considered interplay between communication and society. The scary or monstrous in such films often relates to nature, scope and function of the print, film, sound anxieties surrounding sexuality, difference, and social and electronic media will be examined against social change. In addition to weekly screenings, students will forces. read and discuss a variety of reviews, cirtial essays, and theoretical texts. CO204 Introduction to Radio/Audio Production 3 credits DA: L1 C CO217 The Science Fiction Film An introduction to primary radio/audio production, 3 credits DA: L2 CCT including understanding the basic equipment used (3 semester sequence: CO217, 218, 219) in proper audio capture, and software used in Science Fiction is one of cinema’s most enduring elemental editing and programming. In addition, this and popular genres. It may also be its most curious. course wiill examine the introductory theory behind From its inception, to its golden ages of the 1950’s operating and programming a radio station, as well as and 1980’s, the science fiction film has explored the discussing the history and future outlook of the radio subjects of scientific discovery, social unrest, political industry and career options in the broadcasting field. strife, and gender roles. Along with these subjects we will consider our fascination with the future. In this course, we will study a variety of classic and contemporary science fiction films with the goal of understanding our anxieties surrounding technology, 127 the future, and social change. Students will read CO233 Communication Research (W) and discuss a variety of reviews, critical essays, and 3 credits DA: L2 ICT theoretical texts. Prerequisites: CO105, CO126 and CO220 Introduction to methods for the development, CO218 The Comedy Film interpretation, analysis, and implementation of 3 credits DA: L2 CCT research in a variety of communication careers. (3 semester sequence: CO217, 218, 219) Includes interpretation and evaluation of existing The comedy is one of the most popular and research, as well as the creation of an original research misunderstood film genres. From Charlie Chaplin project in the student’s area of interest. and Buster Keaton to Johnny Knoxville and Steve-O comedians (and comedy films) have challenged social CO240 Video Production II mores (norms), attacked authority, and criticized 3 credits DA: L2 C politics, all while making us laugh. In this course, Prerequisites: CO140 we will study a variety of classic and contemporary A continuation of the principles of video production comedy films with the goal of understanding how the in the areas of camera operation, shot design, editing, complex genre of film comedy provokes a response integration of visual and audio elements, and story/ in the viewer. We will also profile some of the comic message development. Theories relative to the geniuses throughout film history and view their development of technique and style will be introduced. important works. CO245 Persuasion (E) CO219 International Film 3 credits DA: L2 V 3 credits DA: L1 D Utilizing a project approach, students will investigate (3 semester sequence: CO217, 218, 219) theories, principles, and strategies of persuasion. International Film will survey the development of Emphasis on forms of argument and audience appeals, the cinema from 1895 to present. Beginning with compliance-gaining strategies, methods of persuasion, the dawn of silent film and continuing through the deception dynamics, and ethics of social influence. developments of the new independent cinema, this course will examine world cinema in the context of its CO283 Communication Internship history, important movements, genres, and work as (Sophomore) both a cultural form and entertainment. In addition 3 credits DA: L1 SI to gaining a broad historical understanding of film, Prerequisites: Permission of Department Chairperson. we will also analyze individual films. Our study will Sophomore level internship to provide the student emphasize film as an evolving art, while bearing with practical skills and career training. Working with in mind the influence of technology, economic a supervising professor, students will complete work institutions, and the socio-political contexts in which experience in a company, corporation or professional the films were produced and received. Screenings setting. A detailed journal and final report are will include celebrated works from Hollywood, required. international cinema, documentary, and the avant- garde. CO300 Music and Entertainment on the Internet (W) (D) (G) CO220 Communicating in Groups (D) 3 credits DA: L2 ICT 3 credits DA: L2 SI Prerequisites: CO107 or permission of the instructor. Analysis of small group communication and group An analysis of the convergence of music and interaction; special attention is given to related entertainment on the Internet. Attention is placed communication theories involving group dynamics, on how the Internet is changing the way music, conflict management, group development, and movies, television and books are made, marketed, and decision making processes. delivered. Students will learn about key technologies, including digital television, streaming media, and virtual reality, and will discover how the Web is used in entertainment marketing and electronic commerce. 128 CO304 Advanced Radio Production non-verbal language, communication ethics, fitting 3 credits DA: L2 C the message to the audience, timing, interpersonal Prerequisites: CO210 and group interaction, using technology, research An overview of the general operation and function and presentational aids, and speaking in public with of a radio station and the technical development/ integrity, knowledge, confidence, and skill. production of programming. Specific areas discussed include: organizational structure; various CO320 Organizational Communication (D) departmental and personnel responsibilities; function 3 credits DA: L2 CCT and application of the program log and rate card; Prerequisites: CO220 and in-depth discussions on current trends, station Readings provide students with an understanding formats, news and career opportunities in the radio of an organization’s internal and external audiences industry. and specific communication theories that impact the design and flow of information. Specific information CO305 Advanced Video Production processes such as message construction, channels of 3 credits DA: L2 D delivery, training and development, and information Prerequisites: CO240 technolody adoption will be covered. This is a project-based course that requires students to apply the knowledge and skills learned in earlier CO333 Communication, Performance and production courses to produce a finished video from the Media concept and storyboard to shooting and editing. 3 credits DA: L2 D Initial emphasis will be placed on video script writing An introduction to concepts related to performance and preproduction elements. and the development of skills attached to language, voice, and movement. Emphasis is placed on CO307 Conflict and Communication the understanding and application of techniques 3 credits DA: L2 SI necessary to facilitate successful radio, television, and Prerequisites: CO126, CO220 or permission of the video/film performances. instructor. Theoretical and practical examination of interpersonal CO340 Communication Career Seminar conflict and negative relational dynamics. Emphasis 3 credits DA: L2 CCT on theories and skills aimed at conflict analysis, Prerequisites: CO105 problem-solving, conflict management, resolution, A practically based course designed to expose the negotiation, and third-party mediation. career paths available to communication majors. Particular emphasis is placed on the self-assessment of CO314 Interviewing skills and aspirations, researching careers, networking, 3 credits DA: L1 SI resume building, interviewing, and graduate school Prerequisites: CO126 options. Investigation and application of communication theories, concepts, and skills throughout the interview CO345 Video Post Production process, including goals, effective and ineffective 3 credits DA: L2 V question phasing, and research procedures. Hands-on Prerequisites: CO305 experience in designing, preparing, and conducting a Focuses entirely on the techniques and skills involved veriety of interviews. in post production, ranging from capturing and saving video sequences to laying down visual and CO315 Advanced Public Speaking audio tracks for editing. Students will be creating 3 credits (fall and spring) DA: L1 C and integrating credits, slates, audio files and learning Prerequisites: CO103 and CW101 & CW102 how to prepare/format projects for distribution and/ Advanced Public Speaking prepares students or uploading to the web. for competent public speaking presentations in their field of study as well as effective small group participation. Students study and practice listening, 129 CO383 Communication Internship (Junior) CO483 Senior Internship 3 credits DA: L1 SI 3 credits DA: L2 SI Prerequisite: Permission of Department Chairperson. Prerequisites: Senior Communication Major & Junior level internship to provide the student with Department Chairperson approval. practical skills and career training. Working with a Senior level internship to provide the student with supervising professor, students will complete work practical skills and career training. Working with experience in a company, corporation or professional a supervising professor, students will complete setting. A detailed journal and final report are required. work experience in a company, corporation or professional setting. Students also have the alternate CO399 Special Topics in Communication option of designing and implementing an on-campus 3 credits DA: N/A project or program that addresses their particular Prerequisites: junior or senior status. communication interests. In either approach, a Allows the department to design a course outside the detailed journal and final report/portfolio are required. normal offerings. In any given semester, the course content and format is developed for students with CW101 Introduction to College Writing (WI) special interests and demonstrated abilities. Course 3 credits (fall and spring) DA: L1 C may be repeated for credit with a change in topic. This course introduces students to the writing, reading, and thinking skills necessary for success in college as CO425 Culture and Communication (D) (G) well as in the workplace. Assignments will emphasize 3 credits DA: L2 SI composition processes, writing for different purposes, Prerequisites: CO126 reading and responding critically, and conventions Investigation and analysis of the relationship and of formal written English. This is a writing intensive impact of communication and culture between (WI) course, requiring students to submit a minimum subcultures in the U.S. and intercultural situations of 15 pages of revised and edited text in finished form. worldwide. Methods of barrier reduction will be NOTE: A minimum grade of C- is required to meet identified and reviewed. graduation requirements and to enroll in CW102.

CO443 Senior Fieldwork CW102 College Writing and Research (WI) 3 credits DA: L2 APS 3 credits (fall and spring) DA: L1 C This senior level fieldwork experience will provide Prerequisites: CW101 (C- grade or better), the the student with practical skills and career training. equivalent, or permission of the instructor. Working with a supervising professor, students This course reinforces the skills taught in CW101 will complete a course of service to the college or while introducing students to the procedures of community. Students will design and implement an academic and professional research. Assignments will on-campus or community project that addresses their emphasize writing to analyze and synthesize ideas, particular communication interest. Each project will information literacy skills for finding and evaluating require a detailed journal, report or portfolio. appropriate sources, and proper documentation of sources. This is a writing intensive (WI) course, CO450 Communication Capstone Course (W) requiring students to submit a minimum of 15 pages 3 credits DA: L2 APS of revised and edited text in finished form including Prerequisites: Senior Communication Major a fully documented research paper. This capstone course is designed to be an NOTE: A minimum grade of C- is required to meet interdisciplinary project that will involve graduation requirements and to enroll in 200-level or Communication majors from different concentrations. above English courses. Students will choose a project with approval of the instructor. CW199 Special Topics in Writing Credit hours by arrangement. (offered as needed) DA: N/A Prerequisites: CW102, junior or senior status, or permission of the instructor. 130 Allows the department to design a course outside the special interests and demonstrated abilities. Course normal offerings. In any given semester, the course may be repeated with a change of topic. content and format is developed for students with special interests and demonstrated abilities. Course EC399 Special Topics in Economics may be repeated for credit with a change in topic. Credit hours by arrangement (offered as needed) NOTE: Designation as a W or WI course as DA: N/A appropriate. Prerequisites: Open only with consent of the instructor. CW399 Special Topics in Writing Allows the department to design a course outside the Credit hours by arrangement. (offered as needed) normal offerings. In any given semester, the course DA: N/A content and format is developed for students with Prerequisites: CW102, junior or senior status, or special interests and demonstrated abilities. Course permission of the instructor. may be repeated with a change of topic. Allows the department to design a course outside the normal offerings. In any given semester, the course ED110 Introduction to Early Childhood content and format is developed for students with Education (D) (W) special interests and demonstrated abilities. Course 3 credits (fall and spring) DA: L1 CCT may be repeated for credit with a change in topic. This course introduces the history and philosophy NOTE: Designation as a W or WI course as of early childhood education as it is viewed in the appropriate. context of the home and family, society, and culture. Students will consider educational procedures used EC131 Macroeconomics in facilitating the development of the young child, 3 credits (fall and spring) DA: L2 CCT explore the role of the teacher, the ECE environment The course includes discussion of the foundation of and appropriate instructional strategies used with macroeconomic analysis including the problems of young children. This course is required of all Early unemployment, inflation, and economic growth in Childhood Candidates and may be taken in the first the United States; the impact of taxation, government semester at Mitchell. expenditures, and the regulation of interest rates and money; the balance of international payments and the ED199 Special Topics in Education role of the dollar; and the relationships between the Credit hours by arrangement. DA: N/A United States and the developing world. (offered as needed) Allows the department to design a course outside the EC132 Microeconomics normal offerings. In any given semester, the course 3 credits (fall and spring) DA: L1 APS content and format is developed for students with Emphasizes microeconomics and includes discussion special interests and demonstrated abilities. Course of the theory of the business firm, marginal cost and may be repeated for credit with a change in topic. revenue analysis; agriculture; pure competition, monopolistic competition, oligopoly, monopoly; ED206 Mathematics, Science & Technology in income distribution; taxation; unions and collective Early Childhood Education (W) bargaining; international trade and the balance of 3 credits (spring) DA: L1 APS payments problem. Pre-Practicum Component: 20-25 hours Prerequisites: ED110, ED222 EC199 Special Topics in Economics This is a course for the early childhood education Credit hours by arrangement (offered as needed) major in the basic methods used to teach mathematics, DA: N/A science and technology: observing, inferring, Prerequisites: Open only with consent of the predicting, experimenting, and communicating. instructor. Methods of sparking interest in mathematics, science Allows the department to design a course outside the at an early age by connecting mathematics and science normal offerings. In any given semester, the course to a child’s everyday experiences and by utilizing content and format is developed for students with teaching methods which address individual student 131 strengths will be discussed. Mathematic and scientific ED262 Storytelling for Teachers concepts associated with early childhood education 3 credits DA: L1 D will be reviewed using the National Science Education This Course is designed to provide early childhood Standards and the National Teachers of Mathematics educators with the basic skills necessary for effective Standards. Students will also be given opportunities storytelling to promote early literacy development. to observe and work with typically and atypically The students will explore such topics as: the origins developing young children including the development and traditions of storytelling, types of stories, finding, of a final unit project and the Common Core State adapting, and learning age-appropriate stories; Standards. telling stories and using storytelling and its related activities to enrich the schema development and prior ED222 Methods & Techniques in Early knowledge as they relate to emergent literacy; how to Childhood Education integrate the curriculum using the storytelling model; 3 credits (fall and spring) DA: L1 CCT and how to connect with “whole-brain” learning Prerequisites: ED110 fostering the multiple intelligences through the use Co-requisites: ED110 of storytelling in the early childhood curriculum. The course is designed for those students who have a This course will include both the study of and the basic understanding and knowledge of early childhood practical hands-on experience of telling stories in early education. The course will review the philosophical, childhood programs, Kindergarten, family, school, sociological and pedagogical foundations of and community settings. education and their applications in early childhood education settings. This course will expose students ED274 Literacy Development in Early to the fundamentals of classroom strategies, effective Childhood Education (W) teaching tools, and techniques for children ages 3 credits (fall) DA: L2 C Pre-Practicum Component: 0-8. Students will further their understanding 20-25 hours in PreK–K of lesson planning and standards, differentiated Prerequisites: ED110, ED222 instruction, and classroom management skills. This course provides a greater understanding of Note: Praxis I must be taken and passed prior to the importance of early childhood education and taking a third education course for students seeking its relationship to early literacy development. The teacher certification. students will explore such topics as symbol systems, abstractions, comprehension, schema development ED261 Including Children with Exceptional and prior knowledge as they relate to the emerging Learning Needs (D)(W) sense of literacy. Stories, songs, rhymes, riddles, DA: L2 C poetry, short stories, picture books, and the world of This course examines the growth, development, and children’s literature are also included in connection to characteristics of typical and atypical learners with early childhood education programs and kindergarten emphasis on newborns through age eight including settings, family, school and the community. Standards children with disabilities, English language learners, of National Association of Young Children and and struggling learners. Among the topics included Common Core State Standards are used. are: developmentally appropriate practice; evidence- based classroom and behavior management; use ED275 Music, Art and Aesthetics of scientifically-based instruction; adaptation of for the Young Child (G) programs for diverse learning needs; strategies 3 credits (spring) DA: L2 CCT for inclusion; and implementation of social skills Pre-Practicum Component: 20-25 hours in PreK–K instruction and self-regulation strategies. Students Prerequisites: ED110, ED222 or permission from the will become familiar with Individualized Educational department chair Plans, Individual Family Service Plans, The Americans This course explores the range of creativity to enhance with Disabilities Act (ADA), Public Laws 94-142, learning through the arts and play. Students explore 99-457 and others. Standards from Council for how songs, musical games, rhythm activities, and Exceptional Children and National Association for involvement with art materials affect the whole Young. child and promote learning across the curriculum. 132 A particular emphasis is placed on the nurturance of placed on the development and demonstration of the child’s aesthetic capacities, including the teacher’s instructional techniques in these areas. The students role in stimulating the appreciation of all forms of will be investigating and developing appropriate creativity and artistic expression through play and curriculum activities designed for heterogeneous artistic expression (creativity, art, music, movement/ groups of young children, such topics as: social studies dance, puppetry, theatre and dramatic arts). for young children, home and family, neighborhoods and communities, cities, states and regions, countries ED280 Observation and Practicum (Pre-K /K) and cultural diversity, multiculturalism, international 3 credits (fall and spring) DA: L2 APS education, history, economics, government, current Prerequisites: ED110, ED222, ED261, ED274 events, local, state, regional and national events, Co-requisite: ED281 ecology and the social sciences as they relate to social A directed observation and practicum experience studies. Students will be required to submit lesson in a setting for preschool or kindergarten. Teaching plans as part of the assignment. assignments within the immediate geographical area are matched to the interests and capabilities of each ED311 Play in Early Childhood: Theory, student. The placement represents a half--day, three- Research and Practice day-a-week applied teaching experience in which 3 credits DA: L2 CCT the student demonstrates mastery of the concepts, This course is designed for Early Childhood Educators principles, attitudes, and methodologies necessary and students of Early Childhood Education who are for successful teaching of young children. In addition interested in investigating the most important means to teaching placements, weekly seminars provide an that young children have in growing (cognitively, opportunity for students to examine and discuss socially, emotionally, physically, linguistically and relevant topics and classroom experiences. Students motorically) that is through play. Theories of play, taking this course will be in the ECE with Business research on various aspects of play and young Concentration or completing their Associates Degree children’s development, methods to enhance in Early Childhood. development through play, effectively approaches to support young children’s play, play as seen in ED281 Associate’s Seminar in Early Childhood the elementary school setting, political perspectives Education(W) of play, as well as resources and materials will be 1 credit (fall and spring) DA: L3 APS explored. Prerequisites: ED110, ED222, ED261, ED274 This represents a “partner” course attached to the ED312 Infant and Toddler Curriculum associate degree course ED280 Observation and 3 credits DA: L3 C Practicum (Pre-K/K). Students explore various This course provides the student in Early Childhood topics and aspects of the practicum experience at Education with opportunities to learn more about the the Associate’s degree level, including such topics as growth, development and approaches to working with supervision, lesson planning, unit or learning center very young children. The developmental domains teaching, and cooperative teacher and support staff (social, emotional, cognitive, language and motor) collaborative relationships, etc. Students are required of the very young child will be highlighted as they to enroll in this course in conjunction with ED280. relate to the teacher’s approaches and methodologies in working effectively with the infant and toddler. ED302 Social Studies in Early Childhood Students will explore environments, materials, Education (W) resources, teaching approaches and methodologies 3 credits (fall) DA: L2 D that are found in infant and toddler programs. Pre-Practicum Component: 20-25 hours NOTE: Education Professional Elective, offered as Non teacher certification students Pre-K-Kdg needed. placement; Teacher Certification track Gr. 1-3 Prerequisites: ED110, ED222, ED261, ED274 This course explores the curriculum area of social studies in early childhood education. Emphasis is 133 ED313 Parent and Family Involvement in Early and writing using the standards of the International Childhood Programs (D)(W) Reading Association, the National Association for the 3 credits (fall) DA: L3 ICT Education of Young Children, and Common Core This course is designed for early childhood educators State Standards. and students of early childhood education who are interested in exploring the relationships that exist ED380 Observation, Assessment, and Practicum between parents and early childhood programs. This 3 credits (fall or spring) DA: L3 APS course recognizes that parent and family involvement Pre-requisite: Teacher Certification Officer approval. is a key element in any high quality early childhood This practicum placement takes place during the program, such as infant/toddler programming, candidate’s junior year in an integrated pre-k or preschool education programming, daycare, kindergarten classroom. The placement takes place Head Start, elementary school or family childcare over the course of the semester, three mornings a programming. This course explores what parent and week. The focus is on assessing, planning and making family involvement embraces, what can be done to programmatic changes to curriculum in response to foster high quality interaction between the home and the diverse group of children in the classroom. A school settings. literacy unit is implemented during the candidate’s placement. ED321 Comprehensive Reading Instruction 3 credits (fall) DA: L3 APS ED381 Practicum Seminar in ECE Pre-Practicum Component: 20-25 hrs. in Grades 1–3 1 credit DA: L3 APS Pre-requisites: ED380, ED381 Co-requisite ED 380 Current theory and research to inform planning, Effective instructional strategies, including instruction, and assessment of literacy processes in K-3 differentiated instruction, and evidence based classrooms will be part of the seminar and learning lab. assessments are a focus of the seminar to prepare Topics include handwriting, vocabulary development, candidates to support student learning in the spelling, reading and writing connections, classroom. comprehension strategies, ELL instruction and reading assessment. Standards of International ED399 Special Topics in Early Childhood Reading Association, National Association Young Education Children, Common Core Standards are used. 3 credits DA: N/A This course is an advanced level course which ED325 Reading and Language Arts in Early provides opportunities for students to explore the Childhood (W) diversity of topics in Early Childhood Education (for 3 credits (spring) DA: L3 APS example National Accreditation; Leadership in Early Pre-practicum component 20 -25 hrs. in a 1st -3rd Childhood: Quality, Compensation and Affordability grade in Child Care). Students meet with a selected a Early Prerequisites: Successful completion of ED380 and Childhood Advisor and together create and develop ED381. the topic for study. The reading process and factors influencing the NOTE: Education Professional Elective, offered as development of reading are examined in this course. needed. Pre reading and reading skills are identified, and techniques for assessment of skills are presented. ED400 Integrated Curriculum in Early Methods and materials for teaching primary reading Childhood Programs(W) are discussed and illustrated. This course also presents 3 credits (fall) DA: L3 CCT a timely and concise summary of many important Pre-practicum component 20 -25 hrs. in a 1st -3rd issues confronting the teacher and learner in the grade development of mastery in the language arts in the Prerequisites: Successful completion of ED380 and early childhood setting. The focus of the course will be ED381 or an associate in Early Childhood Education. on methodology for kindergarten and primary grades An exploration of the early childhood education relating to the teaching of listening, speaking, reading curriculum components designed to optimize the 134 child’s learning from PreK through third grade. A ED432 Senior Seminar in Early particular emphasis is placed on the selection and Childhood Education (W) implementation of a developmentally appropriate 3 credits (spring) DA: L3 APS curriculum. Students will be exposed to current Prerequisites: Completion of all courses in the planned curriculum materials and the manner in which they program for ECE Teacher Certification. match the developmental needs of young children. Co-requisites: ED435 This final course in Early Childhood Education is taken ED414 Administration of Early Childhood in conjunction with ED435 Student Teaching Grades Programs 1-3. Students explore various topics and aspects of 3 credits DA: L3 C the student teaching experience in preparation for Pre-practicum component 20-25 hrs. in center-based certification in the State of Connecticut. Effective NAEYC center instructional strategies, including differentiated This course is designed for the student of Early instruction, and evidence based assessments are a Childhood Education and for early childhood focus of the seminar to prepare candidates to support educators who are currently involved in the student learning in the classroom. Students examine operations and administration of early childhood current issues and programs in Early Childhood programs (infant/toddler programs, nursery school Education in support of defining and articulating /preschool programs, child care programs, family an effective philosophy of education. Required of all child care programs, school age child care, etc.) Topic seniors in Early Childhood Education. areas include community needs, licensing, program philosophies, staff development, food/nutrition ED435 Observation and Student Teaching programming, curriculum, children and their families, (Grades 1, 2, or 3) program evaluation, and director development. 9 credits (spring) DA: L3 APS The course is presented through lectures, guest Prerequisites: Completion of all courses in the planned presentations, program visitations, small group and program for ECE Teacher Certification. individual work. Students in this course should have Co-requisite: ED432 at least some background in the foundations of Early A directed observation and student teaching Childhood Education. This course supports students experience in grades 1, 2 or 3. The focus is on assessing, who are interested in the administrative aspects of planning and making programmatic changes to Early Childhood Education programs. curriculum in response to the diverse group of children in the classroom. The placement represents ED415 Educational Evaluation and a full-day, applied Assessment (W) teaching experience in which the student demonstrates 3 credits (fall) DA: L3 APS mastery of the concepts, principles, dispositions, and Pre-practicum component 20-25 hrs. in a 1st -3rd methodologies necessary for successful teaching. grade. In addition to teaching placements, weekly Senior Prerequisites: Successful completion of ED380 and Seminars provide an opportunity for students to ED381. examine and discuss relevant topics and classroom This course offers an appraisal of the various experiences. This full time student teaching experience evaluation and assessment methods available within is also taken in conjunction with ED432 Senior the early childhood and elementary education Seminar in Early Childhood. curricula. Research on evaluation and assessment is reviewed, with a particular emphasis placed on the EL199 Special Topics in Literature analysis of performance measures and their proper Credit hours by arrangement. (offered as needed) use and interpretation. Among the topics included Prerequisites: CW102 are current assessment issues and controversies, Allows the department to design a course outside construction of classroom tests, grading strategies, the normal offerings. In any given semester, the portfolios, diagnostic and standardized tests, and the course content and format is developed for students evaluation of age appropriate and culturally relevant with special interests and demonstrated abilities. units of instruction. Course may be repeated for credit with a change 135 in topic. EL216 American Literature II (D) (W) NOTE: Designation as a W or WI course as 3 credits (spring odd year) DA: L2 CCT appropriate. Prerequisites: CW102 (C- grade or better), the equivalent or permission of the instructor. EL205 World Literature I (G) (W) This course provides an introduction to United States 3 credits (fall odd year) DA: L2 CCT poetry, prose, and drama from the Civil War to the Prerequisites: CW102 (C- grade or better), the present. Emphasis is placed on situating texts in equivalent, or permission of the instructor. their cultural, social, and historical contexts. Course Examines in historical, philosophical, literary, materials will include texts by well known writers, and social context important works from around such as Mark Twain and Langston Hughes, as well as the world, beginning with the ancient world and works by lesser known writers. continuing through the 16th century. NOTE: Either EL205 or EL206 may be taken first. EL217 The Short Story (G) (W) 3 credits (fall) DA: L2 C EL206 World Literature II (G) (W) Prerequisites: CW102 (C- grade or better), the 3 credits (spring even year) DA: L2 CCT equivalent, or permission of the instructor. Prerequisites: CW102 (C- grade or better), the This course provides an opportunity for students to equivalent, or permission of the instructor. analyze, interpret, and evaluate short stories in order Examines in historical, philosophical, literary, and to gain a better understanding of this literary genre. social context important works from around the Specific elements of fiction - such as plot, point of world, beginning with the 17th century and continuing view, and symbolism - are emphasized. The course through contemporary times. is designed to enhance students’ critical reading NOTE: Either EL205 or EL206 may be taken first. abilities while heightening awareness of the integral role that stories play in our society and in individual EL212 Literature for the Young Child lives. Readings relfect the global perspective of the 3 credits (spring) DA: L2 CCT course, with selections chosen to represent both the Introduces students to historical, global, and classic canon as well as lesser-known authors from contemporary issues presented in literature that is throughout the world. written for children. Literature appropriate for pre-k children through sixth grade, with a focus on the EL218 Popular Literature (W) characteristics of children’s literature, particularly 3 credits (spring even year) DA: L2 CCT multicultural literature. The course will not specifically Prerequisites: C- or above in CW102 or permission address how to teach this literature to young children, of the instructor. but it will focus on gaining an understanding as well Investigates the conventions, themes, and cultural as an appreciation for literature created for children. assumptions of one type of popular literature, such This course meets the literature requirement for all. as detective fiction, horror, or science fiction. The specific topic of each section of the course will be EL215 American Literature I (D) (W) selected by the instructor. 3 credits (fall even year) DA: L2 CCT Prerequisites: CW102 (C- grade or better), the EL219 Botany and the Bard equivalent, or permission of the instructor. 3 credits (spring even year) DA: L2 CCT This course provides an introduction to United States Prerequisites: CW102 poetry, oral narrative, prose, and drama from pre- From the gardens of Shakespeare to the gardens of colonial times to the Civil War. Emphasis is placed on today, the course features a study of the properties situating texts in their cultural, social, and historical and uses of flowers, herbs and plants as presented contexts. Course material will include texts by well in selected sonnets and plays of The Bard, William known writers, such as Emily Dickinson and Herman Shakespeare. In-class labs reflect science of the Melville, as well as works by lesser known writers. Renaissance Period.

136 EL220 Literature and Medicine (G) (W) as deviant bodies (and minds) are now frequently 3 credits (every other year) DA: L2 CCT exhibited on talk shows and other forms of media. As Prerequisites: CW102 we examine the social phenomenon of the freak, we Using a cross cultural and interdisciplinary approach, will try to determine why spectacles of difference and this course will explore the representation of illness disability continue to fascinate American audiences. and the practice of medicine in novels, poetry, short Besides reading twentieth century novels and short stories, films, and essays. Of special interest are the stories on this topic, we will also read critical and role of doctor and patient, the social construction theoretical commentaries from the fields of cultural of disease, and medical ethics in cultures plagued by studies, sociology, psychology, and biology. social inequality. Insights from the emerging field of narrative medicine will enable us to investigate the EL302 Italian American Literature importance of narration and analysis in the healing 3 credits DA: L3 CCT arts. Prerequisites: CW 102 Italian-American writers from the 1930’s to the present EL221 Introduction to Drama and Theatre (W) have represented the challenges of integration and 3 credits (fall) DA: L2 CCT assimilation as they explore what it means to become Prerequisites: CW102 (C- grade or better), the an American. Through a close reading of memoirs and equivalent, or permission of the instructor. fictional narratives about immigrants from Italy and Involves the study of representative playwrights and their more assimilated descendents, we will examine their works from the period of the Greeks to the 21st the cultural construction of Italian-American identity century. Emphasis is placed on the changes in the over the past century. Of special interest are critical theatre and in production as well as in the structure responses to stereotypes regarding social class, gender of the drama - specifically tragedy and comedy. roles, political orientation, and family relationships in Attendance at theatrical production is strongly Italian-American culture. encouraged, and students will be required to attend and review two off campus theatre productions of EL303 The Literature of American Immigrants their choice. 3 credits DA: L3 CCT Prerequisites: CW102 EL222 Literature and the Environment (G) (W) This course will examine literary responses to the 3 credits DA: L2 CCT American immigrant experience from diverse cultural Prerequisites: CW102 perspectives that include works by writers of Chinese, Influenced by the science of ecology as well as by West Indian, Mexican, Indian, Jewish, Polish, and insights from critical theory and cultural studies, Italian origin. Of special interest are challenges that ecocritics explore diverse literary representations arise when immigrants feel an economic need to of the natural world. Using an ecocritical approach assimilate into the American mainstream, but a strong in “Literature and the Environment,” we will study desire to maintain their traditional cultural values. texts that consider issues such as the distinction Besides reading literary works, students in this course between nature and culture, the destruction of the will also consider critical theories that explore the environment over the past two centuries, and the cultural construction of white and minority cultures, human psychological response to nature. and the psychosocial effects of assimilation.

EL301 Difference and Disability in American EL309 African-American Literature (D) (W) Culture (W)(IN) 3 credits (fall odd year) DA: L3 CCT 3 credits (fall even year) DA: L3 CCT Prerequisites: CW102 and junior or senior status or Prerequisites: CW102 permission of the instructor. From the middle of the nineteenth century, Americans African-American Literature is an upper-level course have displayed a fascination with bodies and minds that examines literary works by African-American that deviate from established notions of normality. writers within historical and social contexts. Course While freak shows lasted approximately between 1840- material will include autobiographical narratives, 1940, the American interest in freaks has not waned, essays, fiction, poetry, and drama. The course provides 137 an opportunity to critically analyze and examine these cycles; biodiversity of terrestrial and aquatic systems; works as an integral part of American literature and as natural resource use and sustainability; human creative works of art that reflect the African-American population growth and associated problems with experience and cultural heritage. food production, pollution, climate change, waste management, energy efficiency and renewable EL 320 Eugene O’Neill (W) energy, environmental hazards and toxicology, 3 credits DA: L3 CCT and sustainable societies. A primary focus of this Prerequisites: CW102 course is on the unique challenges posed by urban Primarily through film, this course will cover the life environments, including solid waste disposal, air of Eugene O’Neill, the historical era of New London pollution, sewage discharge, noise pollution, human in the late 1800’s and early 1900’s--the whaling health, land conversion, social disruption, and smart years--and the literary genius of O’Neill as seen growth. The role that new technologies play in the through works such as Long Day’s Journey into Night, context of developing solutions to such challenges Ah Wilderness (both set in the Monte Cristo Cottage), on personal, local, regional, and global levels is Moon for the Misbegotten (set in Waterford), and incorporated into each course unit. The Iceman Cometh. Plays will be viewed and/or read, discussed and analyzed. Visits to Monte Cristo ES150 Environmental Studies Career Seminar Cottage on Pequot Avenue (the O’Neill home) and a 1 credit (spring) DA: L1 CCT tour of O’Neill’s New London will also be included. Prerequisites: Must be Environmental Studies Major. Various environmental professionals from around EL325 Studies in Literature and Society (W) the area will discuss their careers and the academic (IN) preparation required to pursue their careers. Some 3 credits (fall odd year) DA: L3 CCT speakers will present at Mitchell College; others will Prerequisites: C- or above in CW102 and junior or introduce students to their workplaces. Students will senior standing or permission of instructor. be expected to complete their own research papers Examines literary works within the context of the and presentations on careers that interest them. social issues of their times. The specific topic of each section of the course will be selected by the instructor ES199 Special Topics in Environmental Studies but may include themes such as “The Immigrant Credit hours by arrangement (offered as needed) Experience in American Literature” or “Shakespeare DA: N/A and His Times.” Prerequisites: Open only with consent of the instructor. EL399 Special Topics in Literature Allows the department to design a course outside the 3 credits DA: N/A normal offerings. In any given semester, the course Designed as an upper-level elective course specifically content and format is developed for students with for junior and senior students, when offered, the special interests and demonstrated abilities. Course academic department introduces a unique and may be repeated with a change of topic. exciting topical course which isn’t part of the traditional curriculum. Special Topic courses are ES210 Environmental Analysis offered as needed and as interest arises. 3 credits (spring - alternate years) DA: L2 CCT Prerequisites: ES101 ES101 Introduction to Environmental Studies (E) This course will introduce students to the methods and 3 credits (fall) DA: L1 D instruments used to measure air, soil and water quality Prerequisites: None by performing projects associated with local habitat. This course will introduce students to environmental Environmental Protection Agency procedures will be issues on local, regional, and global levels. Students used. will explore environmental problems and their solutions with reference to the connectivity among social, political, technological, and personal arenas. Topics covered in the course include: biogeochemical 138 ES220 Scientific Writing (WI) ES315 Environmental Economics 3 credits (spring) DA: L2 ICT 3 credits (spring - alternate years) DA: L3 D Prerequisites: CW102 Prerequisites: Any of BI105, BI143 or ES101 and This is a three credit course designed to prepare EC132 and junior standing or permission of the students for further written and presentation work instructor. in the Environmental Studies major. Students This interdisciplinary course explores the will demonstrate proficiency in interpreting and application of basic economic principles to help presenting large data sets, will learn to critique understand environmental problems and evaluate scientific papers, and to ethically obtain and use alternative solutions. Economic principles will be appropriate information to analyze environmental used to analyze fundamental environmental issues issues. Students will prepare a laboratory report, a such as property rights, conservation, public good, scientific poster, a research paper and a classroom environmental protection, natural resource damage presentation. assessment, pollution control. Connections between economic understanding and improved public policy ES260 Field Studies in Ecology (SR) are emphasized. The impacts of population growth 3 credits (spring alternate years) DA: L2 V and economic growth on natural resource depletion Prerequisites: BI105 or BI143 or BI145 or permission and various types of environmental pollution will be of instructor. explored and alternative environmental policies will This course will meet the Social Interactions and be compared. Values, Ethics, & Social Responsibility requirements of the new ABE-based General Education Program at ES330 Human Health and the Environment Mitchell College. 3 credits (fall) DA: L3 D Field Studies Ecology is designed for students desiring Prerequisites: any one of BI105, BI143, or ES101 and an immersion experience in ecological research. junior standing. Emphasis on examination of living material in natural This course will involve the study of human interaction habitats and the impact of humans on those habitats. with the environment and potential impacts of The course will take place at selected field sites, and environmental agents on human health and safety. will consist of 4 preparatory class meetings to review Hazards from natural sources and human activities the ecology of the selected region and 1 week at the that contaminate our air, land, water, food, homes, field site. While immersing themselves in the ecology neighborhoods, and workplaces will be examined. of selected regions and working in teams and in pairs, Topics to be covered include: emerging viruses, the students will participate in field work in the selected effect of global warming on species distribution, and habitat through a combination of lectures, labs and how weather patterns affect water currents and thus discovery-oriented investigative experiences. Topics to outbreaks of various diseases. Problems in assessing be explored include principles of sampling, analytical and controlling these impacts, protective legislation, tools, and applied research techniques. A service media coverage and various approaches to resolve learning component emphasizing human impact on environmental health problems will also be addressed. the selected region will be a central portion of the course. The subjects of biodiversity, conservation, ES340 Science and Public Policy and development will be discussed in relation to the 3 credits (fall) DA: L3 D broad social context surrounding natural resources, Prerequisites: any one of BI143, BI105 or ES101 and including socioeconomic, psychological, and cultural GV119 and junior standing or permission of the issues in the management and conservation of instructor. biological diversity. In this interdisciplinary course, students will examine the role of scientific knowledge on the formation of policy at the local, state, national and international levels. Students will analyze environmental issues and resulting problems facing the world today, as well as the policy issues involved in solving these problems. Topics may include: land use practices 139 and reform, farmland and open space preservation; ES391 Junior Internship soil and water conservation; wetlands protection and 3 credits DA: L2 SI rehabilitation; waste management and reduction, Prerequisites: Junior Major in Environmental recycling and composting; air pollution, global Studies. This course will require student to complete warming and sea level rise; and marine wilderness an internship that will demonstrate the skills areas. Behavioral factors influencing decisions will be and knowledge they have acquired through the considered. The course will enhance student abilities Environmental Studies program. to critically evaluate environmental management, policy and modeling tools. The influential role that ES399 Special Topics in Environmental Studies environmental scientists exert on local, regional, Credit hours by arrangement (offered as needed) and national policies will be examined through case DA: N/A studies. Attendance at meetings of local conservation Prerequisites: Open only with consent of the committee or meetings of other government agencies instructor. discussing environmental issues will be required in Allows the department to design a course outside the this course. normal offerings. In any given semester, the course content and format is developed for students with ES350 Societal Impact of Global Climate Change special interests and demonstrated abilities. Course (G) may be repeated with a change of topic. 3 credits (fall alternate years) DA: L3 D Prerequisites: BI143 or BI105 ES490 Senior Capstone This will be an interdisciplinary online course 3 credits DA: L3 C investigating the science behind global climate change; Prerequisites: Senior Major in Environmental Studies. and the geographical, political and societal impacts of This course will require students to complete a senior this issue. research project, including an internship, that will demonstrate the skills and knowledge they have ES360 Environmental Law acquired through the Environmental Studies program. 3 credits (spring alternate years) DA: L3 D Attendance at meetings of local conservation or Prerequisites: GV119 and any one of BI143, BI105 government agencies dealing with environmental or ES101 and junior standing or permission of the issues may be required. A presentation of completed instructor. projects to the STEM department is required. Thisinterdisciplinary course will explore basic issues of law and policy involved in the consumption, ES491 Senior Internship conservation, and regulation of natural resources. 3 credits DA: L3 SI Students will examine of the purposes, methodology, Prerequisite: Senior Major in Environmental Studies. and impacts of the environmental regulatory process This course will require students to complete at the local state and national level, including such an internship that will demonstrate the skills national statutes as the National Environmental and knowledge they have acquired through the Policy Act, the Clean Air Act, the Clean Water Act, Environmental Studies program. 100 hours of work the Endangered Species Act, OSHA regulations, the is expected. A presentation of completed projects to Toxic Substances Control Act and the Wilderness Act. the STEM department is required. Students will analyze the relative costs and benefits of various forms of environmental regulation within ES492 Senior Internship the context of the American political, administrative, 6 credits DA: L3 SI and legal systems. While the course focuses on Prerequisites: Senior Major in Environmental Studies. U.S. environmental law, students will also consider This course will require students to complete the increasingly important field of international an internship that will demonstrate the skills environmental law and agreements. and knowledge they have acquired through the Environmental Studies program. 200 hours of work is expected. A presentation of completed projects to the STEM department is required. 140 FC101 First-Year Seminar semester. Students will be challenged to examine 2 credits (fall and spring) DA: L1 SI their lessons learned and chart a new course towards A special interactive class that helps new students academic recovery and collegiate success. engage quickly in the academic life of the college community. By encouraging students to understand FC120 Information Technology Literacy what is expected of them at Mitchell and to develop a 3 credits (fall and spring) DA: L1 ICT clear and positive sense of themselves and their role This course is designed to introduce students to 21st as learners, First Year Seminar assists students in Century technology literacy skills. By leveraging the adjusting to the intellectual and personal challenges knowledge and skills students have in using technology, of the college environment. Students taking this this course, through a collaborative project based seminar in their first year can forge lasting ties with approach, will focus on developing an awareness and their professors and classmates, develop their cultural knowledge of how to critically analyze and determine identity, and form habits of inquiry and expression the meaningfulness, relevance and applicability of that serve them well throughout their academic acquired information. In addition, this course will careers and beyond. help students enhance their technology literacy NOTE: FC101 must be taken in a student’s first skills through the use of through the use of resources semester at Mitchell and is a requirement for including Microsoft Office Suite, Presentation graduation. FC101 is waived automatically for a Software and Cloud Technologies/Services, and student who transfers in 24 or more credits from an Advanced Technologies and Applications. accredited institution of higher education. GD101 Color Concept and Design (W) (D) (G) FC102 Personal Strengths & Service Learning 3 credits (fall) DA: L1 CCT 1 credit (spring) DA: L1 E and SR This course provides a comprehensive foundation and Prerequisites: FC101 tools for individual expression through art. Visual This is a service learning and community activism perception and artistic vocabulary are developed, course designed to not only give new students the while discovering and analyzing the artist’s role in opportunity to become more civically-minded, making art, history and culture. Visual elements, but to also help them understand their strengths, design principles and color theory are discussed and their ability to work effectively in teams, and their utilized in a variety of guided exercises that result in leadership skills they can continue to develop at creating representational and abstract work. Mitchell. The semester will begin with the students taking the Clifton Strengths Finder talent assessment GD105 Computer Graphics I to discover their own natural talents. We will then (Illustrator, InDesign, Photoshop) dedicate the semester to learning what those strengths 3 credits (fall) DA: L1 CCT mean, how we use them to be successful, and how Exploring the basic tools of Adobe InDesign, Adobe they relate to service learning. Students will make Photoshop, and Adobe Illustrator, students develop the connection between self-awareness, strengths, the skills necessary to use the computer as a tool for teamwork, leadership, and service. This course will the creation of digital art and design. Skills for using build upon the service learning project students the software are acquired in project-based practical participated in during FC101; students will participate application, providing students the opportunity to in monthly volunteer activities with the United Way create digital art for either personal expression, or of Southeastern CT, as well as develop their own to use as a tool for communication in print and web service learning project(s). design. This class provides a sold foundation and direction for further study. FC103 Recalibrating Your Academic Compass NOTE: A minimum of C- is requisite to enroll in 1 credit (spring) DA: L1 SI GD305. As an integral part of the FYE Second Opportunity Semester academic core, this special interactive course is designed to empower students to find their academic “true north” following a stormy first 141 GD110 Graphic Design I: An Introduction GD260 Graphic Design III 3 credits (spring) DA: L1 CCT 3 credits (spring) DA: L2 APS Examples of graphic design are all around us in our Prerequisites: GD105 or permission of the instructor. everyday life. Any visual communication that you use This course focuses on the pragmatic aspects of graphic or see, from the logos on your clothing, to the book or design with an emphasis on critical thinking, concept website you are reading, is a work of graphic design. development as a process, and utilizing acquired It is a creative process that uses art and technology knowledge and skills. Students create design solutions to communicate ideas and information for either that are implemented in a variety of formats. Working personal expression or commercial application. This in the context of a professional studio environment, course introduces the student to the principles and students experience the project from pencil sketch to conventions of graphic design, the design process, and finished product. NOTE: a minimum of grade C- is technology that can be used to produce it. Through requisite to enroll in GD410. its practical applications in project-based learning, students explore the use of image and type to create GD265 Materials and Techniques communication. NOTE: a minimum of grade C- is 3 credits (spring) DA: L2 SI requisite to enroll in GD210. Prerequisites: GD210 or permission of the instructor. An introduction to the basics involved in print GD199 Special Topics in Graphic Design production for graphic design. Both technical and Credit hours by arrangement. (offered as needed) creative projects juxtapose new technology with DA: N/A age-old methods and provide and understanding for Prerequisites: Only open with consent of the the visual interpretation of ideas. The importance department. of precision in final mechanical art preparation will This class allows the department to design a course be stressed, as well as technical facility in the use of outside the normal offerings. In any given semester, electronic production, materials, tools and equipment. the course content and format is developed for students with special interests and demonstrated GD283 Graphic Design Internship abilities. Course may be repeated for credit with a 3 credits DA: L2 APS change of topic. Prerequisites: GD105, GD210 or permission of NOTE: Designation as a W or WI course as instructor. appropriate. The Graphic Design Internship offers students the opportunity to participate in the practical application GD210 Graphic Design II: Typography, Image of skills fundamental to careers in graphic design. and Layout Supervised by an instructor, students work on in- 3 credits (fall) DA: L2 V house project(s) chosen from a variety of media, Prerequisites: GD105, GD110 or permission of the determined by the students particular academic instructor. needs, goals or interests. This internship provides Through the investigation of the basic elements the student with practical career skills experience of design (line, shape, value, texture, space) and and training. their organization through the principles of design (balance, unity, repetition, rhythm, etc.) students learn GD305 Computer Graphics II to develop concepts that communicate persuasively (Photoshop, Dreamweaver, Flash) and integrate type and image into effective 3 credits (spring) DA: L2 ICT statements. Particular focus is given to fundamentals Prerequisites: GD105 or permission of instructor. of typography, its theory, practice, and technology. Dreamweaver and Flash are programs used the NOTE: a minimum of grade C- is requisite to enroll creation of web pages. Dreamweaver facilitates the in GD260. assembly of graphic, text and other media in a visually friendly environment, while retaining the ability to work directly with the HTML code. Flash incorporates interactivity and sound into web pages. Its animation capabilities, features for minimizing and monitoring 142 file size, and use of streaming technology have changed Topics of discussion include the differences in roles the face of web design. and positions within companies; self-employment; Participants in this course learn to develop an accepted business practices and other professional animated, interactive website with Photoshop, issues. Dreamweaver and Flash, using objects and text, organizing files, importing elements, creating layouts GD429 Marketing and Design Internship and editing and linking pages in a variety of ways In 3 credits DA: L2 SI addition to exploring methods for incorporating Prerequisites: Senior status and/or permission of interactivity, animation and sound. department chair. The Marketing and Design Internship is an applied GD399 Special Topics in Graphic Design extension of the Marketing and Design program, with 3 credits DA: N/A particular emphasis on the student’s goals, interests, Designed as an upper-level elective course specifically and options. This senior internship will provide the for junior and senior students, when offered, the student with practical career skills experience and academic department introduces a unique and training. Working with the classroom professor, exciting topical course which isn’t part of the students choose an appropriate fieldwork experience, traditional cirriculum. Special Topic courses are ideally within a company or corporation. This is offered as needed and as interest arises. supported by discussion with the classroom professor as well as input from the on-site internship supervisor. GD410 Advanced Projects: A detailed journal and final report are required. Package and Web Design 3 credits (fall) DA: L2 CCT GV119 American Government and Politics Prerequisites: GD260 or permission of the instructor. (AI)(E)(W) (SR-some semesters) This course explores the application of graphic design 3 credits (fall and spring) DA: L1 V theory to 2 specific formats. Package design embraces Prerequisites: CW101 or permission of the instructor. the challenge of translating design concepts across GV119 is a survey course covering the organization of 3-D surfaces. Web design translates concepts and national, state, and local governments. Students will consideration for graphic design to websites. Working explore the three branches of government (legislative, in a studio environment, students will respond to a executive, and judicial). Students will also evaluate variety of 3-dimensional and web design challenges themes in Federalism, Civil Liberties, Political Parties, while employing their knowledge and understanding and selected public policy issues. Essential questions of typography, brand identity, color theory, and concerning the role of an informed citizenry in a conceptually-driven design solutions. Students will representative democracy will be stressed. Active be expected to meet design deadlines and to prepare participation in the government processes will be professional, client-oriented presentations. NOTE: a encouraged through special projects. A historical minimum of grade C- is requisite to enroll in GD411. perspective will be taken.

GD411 Portfolio GV120 State and Local Government* (AI) (E) 3 credits (spring) DA: L3 CCT (Jr - some Senior) Prerequisites: GD260 or permission of the instructor. (some semesters) Graphic Design Portfolio is geared specifically 3 credits DA: L1 V to students studying graphic design, and serves This course is concerned with the structures, functions, as the capstone for this area. The portfolio is the and politics of state governments. It highlights the culmination of the students’ ability to market their similarities and differences that characterize the 50 skills and showcase their work. The project focus states. It examines the historical and constitutional of this class is to develop an individual professional roles of the states; the role of the states in the federal portfolio and resume in both a digital and hard system; and variations among the states in regard copy formats. Students utilize knowledge and to economic characteristics, citizen attitudes, voter skills developed in previous courses, and apply participation, political parties, and public policy. marketing and promotional criteria to their work. 143 GV199 Special Topics in Government very beginnings of life to its culmination. Attention is Credit hours by arrangement. (offered as needed) focused on lifespan developmental issues and themes, DA: N/A research methods, genetics, prenatal development, Allows the department to design a course outside the infancy and childhood, adolescence, adulthood, and normal offerings. In any given semester, the course dying and death. The inter-relatedness of physical, content and format is developed for students with cognitive, personality, and social developments within special interests and demonstrated abilities. Course each life stage is emphasized, as well as how major may be repeated for credit with a change in topic. theories of human development guide researchers in NOTE: Designation as a W or WI course as the field today. appropriate. HD110 Introduction to Race, Ethnicity, GV301 The American Presidency (W)(AI)(E)(Sr) and Culture (D)(W) 3 credits (fall) DA: L3 ICT 3 credits (fall and spring) DA: L1 CCT Taking a historical perspective on the development A critical analysis of the relationship between majority of the whole office of the presidency, this course and minority groups in the United States, including focuses on both the man and the office. We will look race, ethnic, class, age, and gender variations. The at the evolution and growth of the presidency and course places a particular emphasis on the role that the evolution of that office to date. The American cultural variation exerts on personal and social Presidency is a rather unique office, one of the few relationships. Among the topics include theoretical unique creations of the Constitutional Convention perspectives, historical and social interpretations of 1787, and the men who have held that office of cultural diversity, consequences of social have exercised powers wielded by few executives in inequality, prejudice, discrimination, political, and democratic societies. economic dynamics and their relationship to power. Special attention is focused on the recognition and GV350 Political Science Internship (AI) appreciation of multiculturalism, particularly the 3 credits (spring) DA: L3 ICT nurturance of sensitivity and tolerance toward This internship provides students from all majors an individual differences. opportunity to be involved in the law making process as well as gain a behind-the-scenes look at public HD199 Special Topics in Human Development service. Students research current bills/write reports Credit hours by arrangement (offered as needed) and attend the legislative sessions. This is a competitive DA: N/A statewide internship program and students must be Prerequisites: Open only with consent of the accepted by the Legislative Internship Committee in instructor. Hartford. Allows the department to design a course outside the normal offerings. In any given semester, the course GV399 Special Topics in Government content and format is developed for students with Credit hours by arrangement. (offered as needed) special interests and demonstrated abilities. Course DA: N/A may be repeated with a change of topic. Allows the department to design a course outside the normal offerings. In any given semester, the course HD209 Child Development content and format is developed for students with 3 credits (spring) DA: L1 CCT special interests and demonstrated abilities. Course Prerequisites: PY105 and HD108 may be repeated for credit with a change in topic. Child Development is a broad survey of the NOTE: Designation as a W or WI course as developing child from conception through age twelve. appropriate. Major topics include: physical, cognitive, linguistic, personality, emotional and social development. The HD108 Introduction to Human Development course lectures and readings are concerned with the 3 credits (fall and spring) DA: L1 C major experimental, observational, and theoretical Introduction to Human Development explores the contributions in the field. nature of human growth and development from the 144 HD210 Adolescent Development HD305 Ethics, Character & Moral 3 credits (fall and spring) DA: L2 C Development (E) Prerequisites: PY105 and HD108 3 credits (fall) DA: L2 V This course offers students basic theories and principles Prerequisites: HD108, PY105 and junior status. about adolescent development from psychological, This course offers the student an opportunity to study sociological, and biological perspectives. It offers an the extent to which thinking and action can be applied integrated exploration of such topics as theoretical to ethical and moral situations. The course will provide viewpoints, research methodologies, physical and an in-depth examination of ethics and morality, cognitive development, personality dynamics, social including historical, philosophical, religious, legal, interactions, family influences, sexual attitudes and sociological, multicultural, psychological and human behaviors, achievement and careers, and problems developmental perspectives. A particular emphasis and disturbances unique to the adolescent years. A is placed on the identification and application of particular emphasis is placed on the establishment moral thinking skills designed to better understand of a conceptual framework so that adolescence is and perhaps resolve ethical issues at the personal, understood in relation to the entire life cycle. interpersonal and professional levels.

HD211 Adult Development HD339 Systems and Theories of 3 credits (spring) DA: L2 C Family Development Prerequisites: PY105 and HD108 3 credits (fall) DA: L3 CCT This course explores the early, middle, and later years Prerequisites: HD108 and junior or senior status. of adulthood in contemporary society. Particular An in-depth examination of the family as a social emphasis is placed on the biological, personality, institution and how it shapes the course of human social, and vocational changes that characterize the development. The student is exposed to models and adult years. While exploring the biosocial, cognitive, systems of family development, the multifaceted and psychosocial realms overall, the course will dynamics of intrafamily relationships, and consider such specific phenomena as adulthood’s interactions of the family with various elements of developmental tasks, gender roles, marriage and the sociocultural environment. Attention is also parenthood, the career cycle, issues in gerontology, focused on family interaction processes, including and death as the final stage of the life cycle. communication processes, power relationships, open and closed family systems, parent-child relationships, HD220 Career Concepts in Human and conflict resolution processes. Development and Family Studies 3 credits (spring) DA: L2 SI HD345 Sibling Relations Across the Lifespan Prerequisites: Must be a Human Development major. 3 credits (spring) DA: L3 C and have earned a minimum of 45 credits or have Prerequisites: HD108, HD339 and junior or senior permission of the Department Chair and/or Instructor status. HD220 is an overview of career fields related to Sibling relations are the longest familial affiliations Human Development and Family Studies. Career that individuals experience. Children spend more inventories and research generate individual career time with their siblings than with any other person paths. Professionals in the fields of counseling, or relationship. In some cultures, brothers and sisters elementary education, school psychology, and have rigidly defined responsibilities within the family social work offer students a realistic assessment of network, while in others there are no such obligations. the personal characteristics and education required Contemporary demographics indicate that the for their respective fields. Throughout the course, average American today has two or three siblings. students develop tools for success, including a resume Many middle-aged baby boomers have at least two and interviewing techniques. full brothers and sisters, while young adults are more likely to have a mixture of full, half-, and stepsiblings. Despite the largely widespread prevalence of siblings, their role in human development and family relations has been largely overlooked. This course addresses this 145 research void and examines the ways in which siblings HD441 Gender Issues in Human Development influence individual behavior and family dynamics & Family Studies (D)(W) from a lifespan perspective. 3 credits (fall) DA: L3 D Prerequisites: SO103, HD108, junior or senior status, HD399 Special Topics in Human Development or permission of the instructor. & Family Studies An examination of how gender similarities and 3 credits (offered as needed) DA: N/A differences characterize the lifespan. Topics include Prerequisites: junior or senior status and permission gender theories; historical contexts of gender roles; of the instructor. gender roles in the family, social and vocational Allows the department to design a course outside the relations; gender stereotypes and inequalities; normal offerings. In any given semester, the course interpersonal and intimate relations, and cross- content and format is developed for students with cultural gender comparisons. Additionally, the special interests and demonstrated abilities. Course course examines the research and controversies in may be repeated for credit with a change of topic. such developmental areas as intelligence, personality, Note: W designation as appropriate. communication, and ability. A particular emphasis is placed on the relation of gender to power and HD435 Family Studies Through influence in contemporary society. Film and Ltiterature (W) 3 credits DA: L3 C HD446 Perspectives on Cross-Cultural Prerequisites: SO207, HD108, HD339 and junior or Development (D) (G) senior status or by permission of the instructor. 3 credits (spring) DA: L3 D This course offers an in-depth study of family dynamics Prerequisites: HD108, HD110, SO103 and junior or and processes through literature and films. You will senior status. be exposed to models, systems, and metaphoric This course studies human development throughout conceptualization of family development; the the lifespan, with particular emphasis on cross- multifaceted dynamics of intrafamilial relationships; cultural differences and similarities. Major theories family crises; and interactions with various elements and research examine cross-cultural continuities of the sociocultural environment. Emphasis will and discontinuities as they relate to variations in be placed on group discussion and the preparation race, ethnicity, class, gender, age, and other human of written assignments geared toward critical and differences. Among the topics are: international and creative thinking. Particular attention is to be placed historical perspectives, family structures, child rearing on the development of sensitive and persuasive strategies, intergenerational relations, educational interpretations of literature and film. HD435 is a experiences, patterns of employment and aging writing course offering. Course requirements include experiences. Students are encouraged to explore the successful completion of one novel, scholarly their personal heritage and the impact culture bears articles, and the viewing of 10-12 films. This course on their own lives. embraces a cross-disciplinary approach (e.g., Human Development and Family Studies; Behavioral Sciences; HD451 Families in Crisis Literature and Fine Arts; Communication) to the 3 credits (spring) DA: L3 V subject matter, and is also designed to fulfill such Prerequisites: HD339, HD108 and HD339 General Education Requirements as the Humanities, An in-depth examination of theories, research, and Social and Behavioral Sciences, and Communication. issues focusing on those families encountering stress This course also supports the College’s concept of and crises. Attention is focused on conceptual and writing across the curriculum. theoretical models of family stress and crisis. Topics include, but are not limited to, domestic violence, sexual assault, alcoholism and/or chemical abuse, mental illness, physical and other challenging disabilities, chronic illness, divorce, desertion, infidelity, and suicide. An integral feature of this course is placed on intervention strategies, including 146 the prevention, control, rehabilitation, and promotion HI116 Development of Western of individual and family health. Civilization II (G) 3 credits (fall and spring) DA: L1 D HI105 History of the United States I (AI) (D) (W) HI116 begins by addressing the bearing of Chinese 3 credits (fall and spring) DA: L1 D and Islamic civilizations upon the West’s political, History of the United States to 1865 is an introductory cultural, economic, and technological growth. It survey course which covers the colonial period followed assures the extent to which the following historical by a study of the confederation, constitutional and movements (which owed much to this growth): early national periods. Such topics as governmental dynastic centralism, the scientific revolution, the rise development, territorial expansion, abolitionism, of a market based economy, the enlightenment, the women’s rights and the growth of political parties will revolutions of the late 18th and early 19th centuries, the be discussed. The final section of the course will cover industrial revolution, nationalism, led to spectacular the Civil War and the impact the Civil War had upon social upheaval in the west, and paved the way for American Society. the creation of the modern European power state. How and why did the West achieve dominion over HI106 History of the United States II (AI) (D) (W) the Americas, the East and West Indies, Asia, Africa? 3 credits (fall and spring) DA: L1 D And to what extent did the West’s global ambitions HI106 is an introductory survey course which make inevitable two world wars? examines the period of reconstruction, the impact of industrialism, and the late nineteenth and twentieth HI199 Special Topics in History century reform movements such as prohibition, Credit hours by arrangement. (offered as needed) civil rights, the modern woman’s movement. Special DA: N/A emphasis will be placed on the major cultural and Courses examine certain issues and questions societal changes of the twentieth century. The course in selected areas of historical study are offered also examines American Imperialism, World War periodically. The course may be repeated with a change I and II, The Depressions, and the development of in topic. Prerequisites appropriate to each course will America’s role in the present world power structure. be determined by the instructor and announced when course descriptions are available. HI115 Development of Western Civilization I (G) 3 credits (fall and spring) DA: L1 D HI245 Recent United States History (AI) (G) (W) HI115 addresses the extent to which ancient 3 credits (spring) DA: L2 ICT Egyptian, Asian, Semitic, and Greco-Roman culture Prerequisites: CW101 and one history course or shaped the foundation and early development of permission of the instructor. the Western Heritage. The course considers the Covers U.S. history from 1945 to the present through development of the West through an examination of intensive study of the origins and outcomes of the such historical movements as the Volkerwanderung, Cold War, the Civil Rights movement, the origins the Lindisfarne Missions, the Rise of the universal and impact of Vietnam on American domestic and church, the Crusades, revival of trade, learning, foreign policy, and the administrations of Truman, technological development, and urban life, the Eisenhower, Kennedy, Johnson, and Nixon. Italian and north European Renaissance movements Concentrates especially in the areas of the 1960’s and the Reformation. However, the course does not and protest movements. Discusses more recent treat the rise of the West as an isolated phenomenon; presidential administrations in their relationship to HI115 studies the intercultural connection between current policy. the Islamic world, the Byzantine Civilization, and, where and when appropriate, it makes historical HI246 The World in the Twentieth Century (G) comparisons to developments taking place in Asia, 3 credits (fall) DA: L2 D Africa, and the (Pre-Columbian) Americas. Prerequisites: CW101 or permission of the instructor. The student is expected to attain an understanding of the causes and consequences of World Wars One and Two, the character and historical importance of 147 radical political movements: Communism, Fascism, ecology, history, politics, economics, religion, values, Nazism, Japanese Imperialism, Islamic Jihadism. institutions, and culture of this region. Key themes Students will also assess and evaluate the forces include major prehistoric cultural traditions and contributing to the development of the following major issues in Latin America during the twenty-first historical movements: the Cold War and its impact century. on global politics, the decolonization of Africa, Asia, and the Middle East, the collapse of the Soviet Union, HI399 Special Topics in History the rise of the European Economic Union, the rise of Credit hours by arrangement. (offered as needed) a Global Economy. DA: N/A Prerequisites: junior or senior status and permission HI295 History Through Film (G) (W) (IN) of the instructor. 3 credits (spring) DA: L2 CCT Allows the department to design a course outside the Prerequisites: CW101 or permission of the instructor. normal offerings. In any given semester, the course The History Through Film course is designed to offer content and format is developed for students with the student an opportunity to study history through special interests and demonstrated abilities. Course a variety of visual media, primarily documentaries may be repeated for credit with a change in topic. and cinematic portrayals of selected historical events, issues, and personalities. Each semester, the class HO101 Introduction to Homeland Security studies historical topics that have a global dimension: 3 Credits DA: L1 C war, revolution, important historical figures who have This introductory course provides students with a brought about social change (Martin Luther, Galileo, comprehensive account of past and current Homeland Louis XIV of France, Gandhi, Mao Tse-Tung), i.e., Security practices, policies and programs in relation historical movements and movers. The class will be to the government restructuring. It also examines the studying the origins and characteristics of twentieth relationship of state, local governments and the private century revolutionary movements and totalitarian sector in Homeland Security. Particular emphasis will governments, worldwide, in an effort to understand be placed on the current crises in Homeland Security the forces that brought them into being and the impact including their origins and historical development. they have had upon the world. HO199 Special Topics in Homeland Security HI297 Women in United States History Credit hours by arrangement (offered as needed) (AI)(D) (W)(IN) DA: N/A 3 credits (spring) DA: L2 CCT Prerequisites: Open only with consent of the Prerequisites: CW101 and one history course or instructor. permission of the instructor. Allows the department to design a course outside the This course explores, in the United States context, normal offerings. In any given semester, the course major themes in women’s history. Women’s familial, content and format is developed for students with social, economic and political roles will be examined special interests and demonstrated abilities. Course with attention to class, race and ethnic variations. may be repeated with a change of topic. Special attention will be paid to the distinctive relationship of women to social reform in American HO301 Legal Issues in Homeland Security (W) culture and the modern woman’s movement. 3 credits DA: L2 C Using both the casebook and lecture approach, this HI345 History, Society and course will provide an understanding of the statutory Culture in Latin America and constitutional framework of Homeland Security 3 credits DA: L3 D in the United States. Topics will include: a) criminal This course provides an interdisciplinary introduction law, civil liberties and national security, b) military to the societies of Latin America, including the law, tribunals, international courts, and c) the role Southern Cone, Brazil, the Andean Region, Central and legal limits of domestic and foreign intelligence America, the Caribbean, Mexico, and the Borderlands. in Homeland Security. Among the topics considered are the geography, 148 HO305 Homeland Security Management HO442 Homeland Security Internship 3 credits DA: L2 CCT 6 credits (fall/spring/summer) DA: L2 SI The course will cover interdisciplinary principles of Prerequisites: Homeland Security Major or permission security management including planning, budgeting, of instructor. organizing, staffing, directing, and controlling. This Six-credit field experience affiliated with police, course will also cover marketing security services to homeland security and related agencies, public and management, risk management, civil and criminal private. liability, and labor relations. HS115 Introduction to Human Services and HO399 Special Topics in Homeland Security Social Welfare Credit hours by arrangement (offered as needed) 3 credits (fall and spring) DA: L1 CCT DA: N/A Offers the opportunity to examine public and Prerequisites: Open only with consent of the private agencies and institutions in the areas of instructor. gerontology, mental health services, correctional Allows the department to design a course outside the facilities (institutional/community), abuse programs normal offerings. In any given semester, the course and programs for the poor. Emphasizes agency content and format is developed for students with philosophies, practices, accomplishments and special interests and demonstrated abilities. Course problems. Seminars with guest speakers and visits to may be repeated with a change of topic. community agencies are a major part of the course.

HO410 Terrorism (W)(D) HT101 Introduction to Hospitality & Tourism (G) 3 credits DA: L2 V 3 credits (fall) DA: L1 CCT A review of late 20th and early 21st century domestic An overview to the hospitality industry which and foreign terrorism impacting the United States, provides details regarding history of the industry, including an examination of the history, philosophies career opportunities, organizational structures, and tactics of selected groups. management and human resource needs within the industry. Industry segments will be examined in HO440 Independent Study in Homeland Security event planning, food service, lodging, and tourism. 6 credits (fall/spring/summer) DA: L 2 C This course will also expose the student to sound Prerequisites: Homeland Security Major or management practices within the industry. permission of instructor. Six-credit independent research or special project HT110 Introduction to Foodservice carried out under the supervision of a faculty member. 3 credits (spring) DA: L1 ICT Topics must be approved by the student. This course introduces the student to the food service industry and provides details regarding career HO441 Senior Seminar in Homeland Security opportunities, history of the industry, organizational 3 credits (fall) DA: L2 APS structures, management and human resource needs Prerequisites: Senior Homeland Security Major or within the industry, as well as basic food service permission of instructor. practices. Industry segments will also be examined This course will constitute a “capstone” for the in commercial, industrial and institutional areas of Homeland Security Major. Topics covered in the food service. course will include, but not be limited to, the legal framework of the discipline, constitutional and ethical HT130 Introduction to Event Management limitations on the exercise of governmental power, 3 credits (spring) DA: L1 ICT cooperation among local, state and federal authorities This course introduces the student to the meetings, and the expositions, events, and conventions (MEEC) industry socio-political environment of global terrorism. and provides details regarding history of the industry, career opportunities, organizational structures, operational management and human resource needs within the industry. This course also examines the 149 relationship event management has with Destination The relationship between risk reduction and profit is Marketing Organizations (DMO). The student will stressed. learn about the vendor relationships, technological *Students taking this course as a food service needs and the use of contracted management concentration have the opportunity to pass the companies. servsafe sanitation exam recognized by the Conference for Food Protection. HT150 Hospitality Freshman Internship Experience HT220 Front Office Management 3 credits (120 hours) 3 credits (fall) DA: L2 ICT The student has the opportunity to gain practical This course familiarizes students with the lodging industry experience through an internship. The industry and specifically front office operations. student will be supervised by both an industry Ths course provides details regarding the history of professional and a faculty member. Industry research the lodging industry, organizational structures and and a written report will complete the course management needs within lodging operations, and requirements. NOTE: This course is used in rare hospitality technology usage. Additional emphasis exception for under-class students deemed ready by is placed on managing guest services, the four the Department Chairperson for practical experience stages of the guest cycle, guest security, guest room in the HT industry. accounting, guest room availability, revenue and inventory management, reservation processing, guest HT199 Special Topics in Hospitality & Tourism registration, night audit, and checkout procedures. Credit hours by arrangement (offered as needed) DA: N/A HT221 Managing Housekeeping Operations Prerequisites: Open only with consent of the 3 credits (spring) DA: L2 V instructor. This course familiarizes students with the Allows the department to design a course outside the requirements of ensuring cleanliness in guest rooms normal offerings. In any given semester, the course and all public areas within a hotel. It entails a guest’s content and format is developed for students with requirement for a spotless, tidy, and comfortably special interests and demonstrated abilities. Course arranged room. Additional emphasis is placed on may be repeated with a change of topic. supervising housekeeping, as well as covering the day-to-day operations including planning, organizing, HT201 Hospitality & Tourism Marketing purchasing and budgeting. 3 credits (spring) DA: L2 D This course explores the current marketing principles HT230 Convention & Trade Show utilized in the hospitality industry. The organization Management of marketing functions will be examined within 3 credits (spring) DA: L2 CCT industry segments and the role of specific marketing This course provides students an in-depth review programs and their impact upon successful hospitality of how conventions and trade shows are managed organizations. Students will work with the Career and marketed. Students will examine the variety Services director to establish a resume used to market of meetings and convention purposes and host themselves to industry professionals. organizations. Students will analyze property facility feasibility, negotiations, and contract decisions. The HT210 Food Service Sanitation & Safety proper execution of both conventions and trade 3 credits (fall) DA: L2 ICT shows will be investigated including flow, vendor This course introduces students to the important management, set-up/design, and convention billing. role that sanitation and safety have in the food service industry. The seven HACCP principles and HT250 Hospitality Sophomore other food industry regulations are examined along Internship Experience with the origins of food-borne illness. Emphasis is 3 credits (120 hours) DA: L2 C placed on proper food storage, rotation, preparation, The student will have the opportunity to gain practical holding and serving, and environmental conditions. industry experience. The student will be supervised by 150 both an industry professional and a faculty member. and operational management as well as their impact Industry readings and a written report will complete on the local culture and ecology. In addition, the the course requirements. activities resorts choose are examined based on their fit and desire amongst guests. HT301 Hospitality Property Management 3 credits (fall or spring) DA: L2 APS HT322 Hospitality & Tourism Revenue This course examines the role of the operation manager Management within the hospitality industry. Critical elements of 3 credits (fall or spring) DA: L2 APS facility design and engineering are examined along This course provides a detailed look into the role of with overall housekeeping, maintenance programs revenue management in today’s hospitality industry and security procedures. and its sub-segments. Students will explore the history of revenue management’s and its evolution. In HT303 Hospitality Financial Accounting addition, the evolution and impact of the channels of 3 credits (spring) DA: L2 APS distribution like e-commerce, agencies, and property The purpose of this course is to examine the key management systems are analyzed. The effect of components and financial analysis requirements for supply and demand is explored and strategies for a successful hospitality operation. Course content foreccasting are analyzed. includes budgeting, forecasting, revenue management, cost analysis, lease versus purchase, pricing strategies HT330 Event Planning and working capital finance. Current case studies will 3 credits (fall) DA: L1 V be discussed and analyzed. This course offers a thorough review and critique of successful event planning strategies, including the use HT310 Restaurant Management of current case analysis. Students will also be required 3 credits (spring) DA: L2 CCT to review a plan and assess a local on/off campus event. A detailed exploration of the dining service operation Emphasis is placed upon objectives, goal setting and within the hospitality industry from the back of the assessment. house to the front of the house. Emphasis will be placed upon staffing requirements, facility design, HT340 Quality Service (W) menu management and financial analysis, including 3 credits (fall) DA: L1 V portion and cost control procedures. An in-depth analysis of the critical relationship that exists between the customer and the organization and HT 311 Beverage Operations Management how that relationship can be cultivated and converted 3 credits (fall) DA: L2 APS to a long term organizational asset. Specific customer This course is designed to introduce students to relations programs are explored and case studies both non-alcoholic and alcoholic beverages. Special utilized to impress upon the student the critical need concentration will be placed on understanding the for outstanding quality service management within relationship beverages play with food. Students will the hospitality industry. also be introduced to the importance of purchasing, inventory control, and portion control. Purveyors will HT350 Hotel Internship provide information and tasting of products as related 3 credits (120 hours) DA: L2 C to the course outline. Marketing concepts specific to All students in the Hotel/Resort Management track the beverage industry will also be examined. are required to complete the internship at one of the college’s corporate hotel partners The internship HT321 Resort Management (D) provides students a structured hands-on experience 3 credits (fall or spring) DA: L3 D with the major functional areas of a hotel. Rotations This course provides a detailed overview of the history will include front desk, banquets, housekeeping, of resorts and management trends affecting the restaurants, night audit, etc. Students not in the industry today. Resort development is introduced and Hotel/Resort track are able to sign up for this course environmental and sociological impacts are analyzed. as an elective. Resort types are analyzed based on their marketing 151 HT352 Food Preparation & Cost Control HT374 Spa Management 4 credits (lab) (fall or spring) DA: L2 APS 3 credits (fall or spring) DA: L3 D This course familiarizes students with the back of This course provides a detailed overview of the the house operation. Students are introduced to the spa industry both from a design/development and basics of culinary arts and proper cooking techniques. operational standpoint. Various treatments and Principles and procedures utilized in an efficient food retailing are discussed as part of the total product and beverage control system are examined. Students offering. Students are introduced to the complexities validate their competency through demonstration of of operations including technologies, utilities usage, various operations including, preparation, production, and human resources. The concept of sustainability service, and management. is discussed in relationship specifically to the history and development of spas throughout the world. HT360 Hospitality Human Resources Students will be required to visit at least one local Management (D) spa to understand the industry and their products. 3 credits (fall or spring) DA: L2 V In addition, students will compare and contrast the This course prepares students to make sound services, technologies, and environmental issues decisions regarding human resource issues in the between two or more properties. hospitality & tourism industry. Students will analyze and compare human resource laws domestically and HT375 Cruise Line Industry Operations internationally to draw conclusions about the overall 3 credits (fall or spring) DA: L3 D effect on hospitality & tourism. Students will also This course provides a detailed overview of the examine employee recruitment & selection, training & cruise line industry both from an international and development, performance management & appraisal, national perspective. The course looks to identify and compensation & benefits, and employee health & describe the cruise line market through geographic, safety. psycholographics, and demographics. This course also engages students in the total cruise experience HT370 Casino & Gaming Industry from operations to pre- and post-cruising experiences. 3 credits (fall or spring) DA: L2 V Students will learn who the major players in the This course familiarizes students with the gaming cruise line industry are and their unique cruise lines, industry at large and examines the management of all specifically as it pertains to natioanl advertising, operations within the casino. The course introduces pricing, product development, group marketing and students to career paths, the history of the gaming and incentive marketing. casinos, common forms of gambling, global gaming destinations, specialized marketing programs, player HT376 Banquet and Catering markets and behavior, internet gaming, gaming 3 credits (fall or spring) DA: L3 CCT regulation and licensing, and organizational structure. This course provides a detailed overview of the banquet The course will explore the gaming industries unique and catering business from both an on-premise and relationship with lodging, food and beverage, sporting, off-premise basis. Students explore the history of and other services. catering within the food service and events industry. The landscape of the catering industry is examined HT371 Private Club Management (W) including the styles, management, and ownership 3 credits (fall or spring) DA: L2 ICT operations. Students will work hands-on with a This course examines the private club industry. caterer to develop, plan, and present a complicated Emphasis is placed on the relationship amongst club social function (eg. wedding). Students will analyze members, the Board of Directors, and management. individual banquet menus as well as complete catering Students are exposed to types of ownership as well as a menus. variety of types of clubs including athletic, beach, city, country, golf, and yacht clubs. The concept of dues is HT378 Ecotourism (G) explored as well as the relationship of activities and 3 credits (fall or spring) DA: L3 D food and beverage. This course provides a detailed overview of ecotourism in the world today. The course introduces the concepts of 152 socio-cultural and environmental impact though design HT451 Hospitality & Tourism Internship II as well as sustainability. Protected areas throughout the 6 credits (240 hours) DA: L3 C world are discussed in relationship to the governments This course is designed to serve as the final piece of and world organizations that protect them. Ecotourism the Hotel and Restaurant Management curriculum. marketing and trends are analyzed and discussed. As such, the internship will emphasize supervisory The course then relates all content to a variety of case experience, career opportunities and the development studies throughout the world of both proper and poor of a professional portfolio to provide the student with ecotourism development and management such as the tools required to begin the job search process. As Costa Rica, Nepal, Africa, Caribbean Islands, Papua with Internship I, each student will have an industry New Guinea, Indonesia, and more. professional and a faculty member guiding them through the course. A final report completes the HT399 Special Topics in Hospitality course requirements. & Tourism Credit hours by arrangement (offered as needed) HT490 Hospitality & Tourism Seminar (E) DA: N/A 3 credits (fall) DA: L3 V Prerequisites: Open only with consent of the This senior seminar utilizes all prior knowledge and instructor. skills developed through the four year program to Allows the department to design a course outside the strategically evaluate a variety of ethical issues in the normal offerings. In any given semester, the course hospitality and tourism industry. Students will be content and format is developed for students with exposed to case studies, industry-based partnerships, special interests and demonstrated abilities. Course and current management issues and trends. The may be repeated with a change of topic. student is to exercise independent research skills to develop a comprehensive project and presentation. HT405 Business & Hospitality Law (E) (AI) Students will work with Career Services to prepare 3 credits (fall) DA: L3 ICT interview /job seeking skills. An exploration of the nature of personal and property liability issues that the professional hospitality manager HU101 Discovering The Human may encounter within the industry. Historical and Adventure (W) (IN) current cases will be explored requiring the student 3 credits (fall) DA: L1 CCT to perform case research and prepare case analyses. This introductory course offers an interdisciplinary study that explores the search for knowledge and HT430 Special Events Leadership (W) meaning as related to various academic disciplines 3 credits (spring) DA: L3 APS and applied to everyday life. The course explores The concept event leadership is at the core of this individual, societal and cultural values in the modern, course. Students will synthesize all knowledge gained global and information age. in prior event management courses and leadership strategies found in this course to develop personal HU102 Profiles in Human Excellence (IN) management techniques. Special events including 3 credits (spring even year) DA: L2 C cultural, social-life cycle, governmental & political, Studies the cultural back grounds, leadership styles, and hallmark events are examined specifically value systems and lasting influences of the great regarding ceremonial and protocol issues. leaders, teachers, innovators, and prophets who continue to shape the world. Gives special attention to HT450 Hospitality & Tourism Internship I those individuals whose lives exemplify the excellence 6 credits (240 hours) DA: L2 SI of the human spirit and the importance of personal An introduction to the hospitality industry enabling commitment to society. the student to begin the development of practical professional and industry skills. The student will be HU199 Special Topics in Humanities supervised by both an industry professional and a 3 credits (summer) DA: N/A faculty member. A written report will complete the This course examines selected topics or questions course requirements. related to the Humanities. In any given semester, the 153 course content and format is developed for students as “African American Slave Narratives,” or it may with special interests and demonstrated abilities. This have a thematic focus, such as “Life Writing and War.” course may be repeated for credit with a change in topic. Prerequisites appropriate to each course will be HU305 African Experience Across the determined by the instructor and announced when World (African Diaspora) course descriptions are available. 3 credits DA: L3 D Course level: 300 (D) (E)(IN)(W) HU201 Survey of The Human Adventure (IN) Prerequisites: CW102 3 credits (spring) DA: L2 C Issues throughout the African Diaspora vary from Prerequisites: CW101 (C- or better), the equivalent, country to country and from culture to culture. or permission of the instructor. Diverse cultures, family structures, immigration and Explores the human quest for self-discovery, assimilation are reflected in the literature that can expression and growth in such diverse areas as music, provide a window to understanding the people of the painting, literature, theatre, philosophy and religion. African Diaspora. This course will focus upon the way Offers a thematic, interdisciplinary treatment of these in which discrimination and oppression are experienced and other disciplines common to the humanities. as well as seen through the eyes of people of African Gives special attention to the relationships among descent. Biases reflected upon race, ethnicity, culture, societal expectations, cultural values and individual religion, sex, social and economic status, and political belief systems. ideology will be the focus of the readings, lectures, videos, and discussions within this course. HU210 Creating in the Café: Artists of Romanticism (IN) HU310 Holocaust: Its Implications 3 credits (spring) DA: L2 ICT and Contexts (D)(E)(IN) Prerequisites: CW101 and CW102 3 credits (spring) DA: L3 V The 19th Century Romantic Period brought together Prerequisites: CW102 (C- or better), the equivalent, artists of all genres to capture the spirit of the time. or permission of the instructor. They respected individuality and dared to be different. An introductory study that confronts the Holocaust Rising out of the revolutions, they came together in through the work of scholars and the voices of cause, these daring men and women, to produce Holocaust perpetrators, victims, bystanders and a century of art, music and writing as had never witnesses. Students explore literature, documents, been seen before. From the thunderous sounds of scholarly essays, films and other materials that raise Beethoven and Berlioz to the canvas of Delacroix questions, explore issues and otherwise bring the and Daumier and into the pages of Hugo and Shaw, dimensions of the Holocaust to life and ultimately Romanticism was born, nurtured and engraved for shed light on the lessons and implications for our all time in the hearts of mankind. Class attendance at contemporary world. live performances is part of the course requirement. HU315 The Shaping of New London (W) HU250 Life Writing and Social Change 3 credits (fall-even years) DA: L3 V (W)(D)(IN) Prerequisites: CW102, CO103 3 credits (fall) DA: L2 ICT The course is designed as an exploration of the Prerequisites: CW101, CW102 or permission of humanities-history, art and architecture, literature, instructor. music, etc.-presented through a look at the characters Examines the relationship between life writing and events that shaped New London, Connecticut. (autobiographies, biographies, memoirs, diaries, The stories of the past set the stage for the city of today. letters) and social change. The course is designed to Students will step where history was made, to connect give students an interdisciplinary perspective on social the past to the present, and to define their own beliefs. and historical events, movements, and problems. It is Students will need to arrange their own transportation also intended to address the relationship between the to class meetings at the off campus sites. There may be experiences of the individual and broader social issues. a course fee or admission fees that are off set by the The course may focus on one kind of life writing, such course not requiring a textbook. 154 HU399 Special Topics in Humanities professor, students may choose a fieldwork experience, 3 credits (offered as needed) DA: N/A such as in a company, corporation, institution, or Allows the department to design a course outside the educational setting or they may choose to design and normal offerings. In any given semester, the course implement a project or program that captures their content and format is developed for students with liberal studies concentration(s). The internship or special interests and demonstrated abilities. Course project is supported by discussions with the classroom may be repeated for credit with a change in topic. professor and students, as well as input from one’s Faculty Mentor and on-site practicum supervisor. A LS350 Liberal Studies Career Seminar detailed journal and final report are required. 3 credits (fall) DA: L2 SI Prerequisites: junior or senior status or permission of MA102 Fundamentals of Algebra the instructor. 3 credits (fall and spring) DA: L1 APS A practically-based course designed to expose Prerequisites: Placement by the STEM Department. the career paths available to liberal studies Includes a review of arithmetic and geometric majors. Attention is focused on how to maximize concepts: operations on signed numbers, fractions, opportunities to explore a diverse set of vocational decimals, percents, exponents, perimeter, area, possibilities. Particular emphasis is placed on the volume, surface area, use of formulas, variable self-assessment of skills and aspirations, researching expressions, linear equations in one variable, graphs careers, networking, resume building, interviewing, of lines, word problems and time permitting, linear and graduate school options. Lecture material and systems of two equal equations and two unknowns. reading assignments are integrated with classroom This course is intended for students who have little or guest speakers, and workshops. no background in algebra. NOTE: Credit for this course does not count towards the Mathematics requirements for the Bachelor’s LS450 Liberal Studies Internship I degree at Mitchell College. Credit for this course does 3 credits (fall and spring) DA: L2 SI count towards the Mathematics requirements for the Prerequisites: LS350, senior status and permission of Associate’s degree at Mitchell College. instructor. An applied extension of the Liberal Studies program MA103 Intermediate College Algebra with particular emphasis on the student’s career 3 credits (fall and spring) DA: L1 APS interests, goals, and options. The internship offers Prerequisites: MA102 or placement by the STEM practical career related skills training and is considered Department. valuable as part of the education of all Mitchell Intermediate Algebra is designed for the student who students. The field work experience can be done at may need review or reinforcement in algebra concepts a company, human service organization, institution, and problem solving. The course will cover solving or educational setting. A required weekly seminar and graphing linear equations, using and applying supports on site activities with discussions and issues formulas, polynomials, exponents, radicals, factoring in the professional field. Written assignments such as and quadratic equations. a journal are also required. NOTE: Credit for this course does not count towards the Mathematics requirements for the Bachelor’s LS451 Liberal Studies Internship II degree at Mitchell College. Credit for this course does 3 credits (spring) DA: L2 SI count toward the Mathematics requirement for the Prerequisites: LS450, senior status and permission of Associate’s degree at Mitchell College. instructor. Liberal Studies Internship II is an applied extension of MA104 Mathematics for Liberal Arts the Liberal Studies program with particular emphasis 3 credits (fall and spring) DA: L1 APS on the student’s interests, goals, and options. This Prerequisites: MA102, MA103 or placement by the senior internship recognizes Mitchell College’s STEM Department. need for practical career skills training as part of the MA104 is designed for students who will not pursue education of all students. Working with the classroom science or business careers. It covers logic, set theory, 155 sets of numbers, summations, summation notation, MA115 Calculus II functional notation, permutations, combinations, and, 4 credits (spring) DA: L3 APS time allowing, other topics such as the mathematics Prerequisites: MA114 or placement by the STEM of finance and mathematics and art. Department. Covers formal methods of integration, plane analytic MA105 College Algebra geometry, transcendental functions, polar coordinates, 3 credits (fall and spring) DA: L1 APS sequences and infinite series. Prerequisites: MA103 or placement by the STEM Department. MA199 Special Topics in Mathematics College Algebra covers the theory of functions, inverse Credit hours by arrangement. (offered as needed) functions, exponential functions, logarithms, and DA: N/A logarithmic functions, complex numbers, systems of Allows the department to design a course outside the equations, and inequalities, quadratic equations, series, normal offerings. In any given semester, the course the binomial theorem, matrices and applications. content and format is developed for students with special interests and demonstrated abilities. Course MA109 Pre-Calculus may be repeated for credit with a change in topic. 4 credits (fall and spring) DA: L2 APS Prerequisites: MA103 or placement by the STEM MA 217 Calculus III Department. 4 credits DA: L3 APS Presents the topic in mathematics necessary for a later Prerequisites: MA115 study of calculus. Stresses graphing of functions, and Calculus III covers vector functions and their covers exponential, logarithmic and trigonometric derivatives, partial differentiation, multiple functions, complex numbers, theory of equations, integration, and elementary differential equations. binomial theorem, matrices, sequences, series, inverse functions, and topics in analytic geometry including MA399 Special Topics in Mathematics conics and vector algebra. Credit hours by arrangement. (offered as needed) DA: N/A MA111 Introduction to Statistical Analysis Allows the department to design a course outside the 4 credits (fall and spring) DA: L2 APS normal offerings. In any given semester, the course Prerequisites: MA105 or higher content and format is developed for students with Provides students with a general overview of statistical special interests and demonstrated abilities. Course applications. Discusses measures of location; measures may be repeated for credit with a change in topic. of variation; symmetry; probability and expectation; theoretical distributions; estimates and confidence MK199 Special Topics in Marketing intervals; tests of hypotheses; and related subjects. Credit hours by arrangement. (offered as needed) NOTE: Experience in statistical analysis on the DA: N/A computer is an integral part of MA111. A knowledge Prerequisites: Open only with consent of the of algebra is strongly recommended. instructor. Allows the department to design a course outside the MA114 Calculus I normal offerings. In any given semester, the course 4 credits (fall) DA: L3 APS content and format is developed for students with Prerequisites: MA109 or placement by the STEM special interests and demonstrated abilities. Course Department. may be repeated with a change of topic. Includes the theory of limits, the rate of change of a function, derivatives of algebraic and trigonometric MK201 Consumer Behavior functions and their application to related rates 3 credits (fall) DA: L1 C and maxima-minima problems, integration and Prerequisites: BU124 applications of the definite integral. An application of the behavioral sciences to marketing and consumer decision-making models. Motivation, learning theory, perception, attitude theory and social 156 referents are examined in terms of how they affect strategy and pricing strategy. Application of retail consumer behavior. Consumer measurement and planning and control procedures will be explored strategy assessment are also examined. with emphasis on development and evaluation of retail practices including non-store retailing using MK205 Fundamentals of Retailing lectures, experiential exercises and the case method. 3 credits (spring) DA: L2 C Prerequisites: BU124 MK405 Sales & Strategic Partnerships Emphasis is placed on the retail mix: site selection and 3 credits (spring only) DA: L3 D location, layout, organization, merchandise selection, Prerequisites: BU124 pricing, customer services, sales promotion and Examines the elements of an effective sales force consumer trends. Retail research will be introduced as a key component to the organization’s total through the examination of target market and marketing effort. Topics will include: understanding demographic analysis. the sales process, the relationship between sales and marketing, sales force structure, customer relationship MK301 Supply Chain Management management (CRM), use of technology to improve 3 credits (spring) DA: L2 ICT sales force effectiveness, and issues in recruiting, Prerequisites: BU124 selecting, training, motivating, compensating and Focuses on managing distribution system design, retaining salespeople. channel management, procurement, and logistics. We explore order fulfillment strategies and the impact of MK410 Strategic Marketing Management the Internet on distribution and back-end supply chain 3 credits (offered as needed) DA: L3 ICT processes. We also examine strategies for enterprise Prerequisites: BU124 integration. The impact of recent technology changes An integrative course in marketing policy and on traditional supply chains will also be examined. strategy, employing comprehensive case problems in the formulation of marketing action programs MK399 Special Topics in Marketing and business policy. This course will cover the Credit hours by arrangement .(offered as needed) development, organization, implementation, and DA: N/A control of strategies in the context of the marketing Prerequisite: Open only with consent of the instructor. mix of product, price, promotion and distribution. Allows the department to design a course outside the Case studies are used to apply the concepts. normal offerings. In any given semester, the course content and format is developed for students with MK430 Marketing Internship special interests and demonstrated abilities. Course 3 credits (offered as needed) DA: L3 SI may be repeated with a change of topic. Prerequisites: junior standing or permission of the instructor. MK401 Merchandise Management An applied extension of the Business Administration— 3 credits (fall) DA: L3 CCT Marketing concentration program with particular Prerequisites: BU124 emphasis on the student’s career interests, goals, and The course “introduces students to the product options. This internship recognizes Mitchell College’s management process and gives insight into the need for practical, career skills training as part of the operations and practices used by retailers to achieve education of all students. Working with the course their product strategy objectives. Blending theoretical professor, students will develop an experience in a approaches from a number of management company or corporation. The internship is supported perspectives, including marketing, purchasing by discussions with the course professor, students, as and logistics, the course illustrates the breadth of well as input from one’s on-site internship supervisor. knowledge that retail product managers need to A detailed journal and final report are required. undertake this complex managerial task.” Routledge (2008). In addition, introduction of the fundamental strategies and mathematical calculations used in the retail industry including financial strategy, buying 157 MU110 Contemporary Music: History and Appreciation of Music II studies the Blues, Jazz and Rock development of Western music through the ages. 3 credits (spring) (D)(W) DA: L1 D The course begins with the late 18th century music of Analyzes the popular world of blues, jazz and rock Beethoven and continues through the 20th century music. Examines the blues/jazz/rock idioms as music of Debussy, Schoenberg, Copland, Gershwin, unique American creations, closely looking at the Ives and others, and touches upon the new trends of differences among these art forms but emphasizing the 20th century. Emphasis is on the characteristics of the similarities and continuities among the apparent the style of each period, including the forms of music diversity of people, influences and styles. and the composers prominent in each. NOTE: MU110 is designed for both the practicing musician and the student with no formal training in MU250 Advanced Voice & Singing music. 3 credits (spring) DA: L2 SI Prerequisites: MU105 preferred MU199 Special Topics in Music In this course students will study the fundamentals of Credit hours by arrangement (offered as needed) vocal production, through both listening and singing. DA: N/A Some beginning concepts in musical notation and Prerequisites: Open only with consent of the theory, as well as musical terms will be covered in order instructor. to begin or enhance music literacy. Special attention is Allows the department to design a course outside the paid to expressing emotions in performance through normal offerings. In any given semester, the course the texts and musical line. content and format is developed for students with special interests and demonstrated abilities. Course MU399 Special Topics in Music may be repeated with a change of topic. Credit hours by arrangement (offered as needed) DA: N/A Prerequisites: Open only with consent of the MU150 Introduction to Voice & Singing instructor. 3 credits (fall) DA: L1 SI Allows the department to design a course outside the In this course students will study the fundamentals of normal offerings. In any given semester, the course vocal production, through both listening and singing. content and format is developed for students with Some beginning concepts in musical notation and special interests and demonstrated abilities. Course theory, as well as musical terms will be covered in may be repeated with a change of topic. order to begin or enhance music literacy. NOTE: PE108, 110, 118: Each course covers the MU201 History and Appreciation of Music I (W) history and development of each sport. Emphasizes 3 credits (fall) DA: L2 D analysis and teaching techniques. Provides Prerequisites: CW101 and CW102 or permission of opportunity to achieve a high degree of proficiency instructor. in each activity, so that the student may demonstrate History and Appreciation of Music I studies the the activity in a teaching situation. Appropriate attire, development of Western music through the ages. The as determined by the instructor, is required for these course begins with the Gregorian Chant of the Middle courses. Courses meet each week for half a semester. Ages (500) and ends with the early 18th century Classical music of Haydn, Mozart and Beethoven. PE108 Golf Emphasis is on the characteristics of the style of 1 credit (fall) DA: L1 SI each period, including the forms of music and the Includes the fundamentals of golf: grip, stance, swing, composers prominent in each. rules, and etiquette. Teaches how to use woods and irons. Golf clubs are supplied. MU202 History and Appreciation of Music II (W) PE110 Tennis 3 credits (spring) DA: L2 D 1 credit (spring) DA: L1 SI Prerequisites: CW101 and CW102 or permission of Teaches game strategy and rules for singles and the instructor. doubles through match play. 158 PE118 Basketball PE127 Yoga 1 credit (spring) DA: L1 SI 1 credit DA: L1 SI Includes the development of individual fundamental This course is designed to stretch your mind and body. skills and concepts of team play. Covers analysis of Yoga focuses on understanding and controlling the offensive and defensive strategies. body, the breath, and the mind through exercises (asanas), breathing (prayanamas) techniques and PE120 Nutrition, Health and Safety for basic meditation training. The techniques are designed Teachers of Young Children to increase strength, flexibility, endurance, balance, 3 credits (fall) DA: L1 C coordination, and the ability to relax. They are also This course is designed to explore the role of positive designed to release stress and muscle tension and nutrition, health and safety practices for teachers to enhance the ability to concentrate. The course is of young children. The student will participate in meant to be both interactive and solitary. The pace the development of age appropriate curriculum is gentle and the approach is relaxed but there is an and activities to encourage healthy habits and expectation that the content will be taken seriously. nutritional practices in pre-school through grade Honoring the ideas and physical presence of one’s self three. The students will have the opportunity to and fellow students in essential. gain practical experiences working with children in various educational settings including early childhood PE135 Health, Fitness and Wellness programs and elementary schools. Topics will 3 credits DA: L1 APS include but not limited to such areas as; growth and This course provides an introduction to the concepts development, importance of exercise and diet as it of wellness and the importance of an individual’s relates to child obesity, recognizing signs of behaviors responsibility for his/her own health and physical of abuse, safety for the young child and the American fitness. Topics covered include health related subjects Red Cross certification training in infant and child of nutrition, stress management, a personal fitness CPR. assessment, weight control and diet, basics of exercise physiology, cardiovascular disease and cancer risk PE121 First Aid and Safety management, exercise and fitness. 3 credits (fall and spring) DA: L1 C Prerequisites: Open to students whose academic PE199 Special Topics in Physical Education programs require this course. Other students must Credit hours by arrangement. (offered as needed) have permission of the instructor to enroll. DA: N/A Provides the skill and knowledge needed for the Prerequisite: Open only with consent of the instructor. immediate care of injured persons and seeks to create Allows the department to design a course outside the a safety consciousness for accident prevention. Upon normal offerings. In any given semester, the course completion of the course, the student will be certified content and format is developed for students with in Community CPR and Responding to Emergencies special interests and demonstrated abilities. Course through the American Red Cross. may be repeated with a change of topic. NOTE: A $26.00 fee is charged to process the certifications. PE222 Personal and Community Health 3 credits (spring) DA: L2 C PE125 Conditioning and Fitness Prerequisites: Open to students whose academic 1 credit (fall and spring) DA: L1 SI programs require this course. Other students must Explores the theories of physical conditioning as have permission of the instructor to enroll. related to physical education and health fitness. Offers Offers instruction in both the art and science of health a combination of lectures and laboratory experience behavior. Emphasizes a modern point of view toward in physical fitness. Includes such topics as current health education. Focuses on several major topics: techniques of fitness evaluation and assessment, personal health, nutrition, education for family living, exercise prescription, weight training, aerobic mental health, health hazards, and community health. exercises, nutrition, and fitness.

159 PE226 Nutrition words, movements, and styles of dress. We will see 3 credits (spring) DA: L2 ICT how these themes themselves fit into the continuum of Provides the basic principles and knowledge of diet a long history of ideas and defining historical eras. We and nutrition. Emphasizes the important relationship will also examine how popular culture has currently of nutrition and the field of physical education which taken on global proportions, discussing current trends includes coaching, athletic training, physical fitness, and speculating on possible future influences. and recreation. PH199 Special Topics in Philosophy PE228 Principles and Practices of 3 credits (offered as needed) DA: N/A Coaching (D)(E) Allows the department to design a course outside the 3 credits (fall and spring) DA: L1 V normal offerings. In any given semester, the course Provides an in-depth look at care and prevention of content and format is developed for students with athletic injuries, coaching philosophy, and athletic special interests and demonstrated abilities. Course liability. Upon completion of this course, the student may be repeated for credit with a change in topic. will be able to apply for their Connecticut State Coaching Certification through the State Department PH223 Comparative World Religions (E) (G) of Education. The coaching certification is required to (W) coach at public schools in the State of Connecticut. 3 credits (fall and spring) DA: L2 D Surveys the heritage and theological structure of PE231 Prevention and Care of Athletic Injuries the principal religions of Western and Oriental 3 credits (fall) DA: L2 APS civilizations, including Judaism, the varieties of Provides an in-depth inquiry into the procedures Christianity, Islam, Hinduism, Jainism, Buddhism, used in the evaluation, immediate care, rehabilitation Confucianism, and Taoism. Through readings and and prevention of athletic injuries. Emphasizes the class discussion the course examines representative management of specific injuries, the prevention of theologians and philosophers of religion on this injuries, sports liability, and nutrition. Lab experience question of the role religion plays in shaping and includes introduction to specific wrapping and taping defining culture. techniques, and modalities. PH225 Buddhism (W) PE399 Special Topics in Physical Education 3 credits DA: L2 D Credit hours by arrangement (offered as needed) Buddhism is not a religion as much as it is an DA: N/A examination of our human condition. Academics Prerequisites: Open only with consent of the now consider it a vital force in understanding instructor. contemporary ethics. This course will deal with some Allows the department to design a course outside the of the most complex contemporary issues (death, normal offerings. In any given semester, the course abortion, capital punishment, war, genocide, right content and format is developed for students with to life, etc.) and will approach them from an eastern special interests and demonstrated abilities. Course perspective. No prior knowledge or experience in may be repeated with a change of topic. eastern philosophy is required for this course.

PH 120 Philosophy of Pop Culture (E) (D) PH304 Issues in Ethics (E) (W) 3 credits (fall) DA: L1 V 3 credits (spring) DA: L3 V Just as the ancient Greeks analyzed the popular culture Prerequisites: EL101 or permission of the instructor. of their times, our modern culture offers numerous This course offers the student an opportunity to study opportunities for philosophical analysis and the philosophical foundations of ethical thought and speculation. We will look at examples from television, action through an examination of ancient, modern, movies, music and dance to understand some of the and post-modern ethical theories and the extent underlying philosophical themes that have interested to which they may be applicable to contemporary and motivated their creators, and how those themes problems. have been expressed in different media by characters, 160 PH399 Special Topics in Philosophy PY217 Psychology of Women (SR) 3 credits (offered as needed) DA: N/A 3 credits (spring) DA: L2 SI Allows the department to design a course outside the Prerequisites: PY105 normal offerings. In any given semester, the course Examines a variety of topics related to feminine content and format is developed for students with psychology and the psychology of women. Students special interests and demonstrated abilities. Course will explore gender as a social system as they consider may be repeated for credit with a change in topic. gender in the social context, gender and development, gendered life paths, and gender and well-being. PY105 General Psychology I Specific topics include gender, status and power, 3 credits (fall and spring) DA: L1 ICT images of women, gendered identitites, mothering, Explores the scientific methods and principles of and work and achievement. Readings, lectures, class behavior. Includes areas of physiological psychology, discussion, writing assignments and facilitation of a sensation and perception, conditioning and learning, self-esteem workshop for young girls and their adult memory, and states of consciousness, motivation and female mentors will enable students to master these emotion as major topics for lectures and discussions. topics. NOTE: One section will be designated for majors in the Department of Behavioral Sciences. PY270 Psychology of Learning and Memory 3 credits (fall) DA: L2 C PY106 General Psychology II Prerequisites: PY105 3 credits (fall and spring) DA: L1 V Studies the processes and principles of learning theory Prerequisites: PY105 and examines the memory processes, including Explores the nature of language, intelligence, cognitive, human information processing, and personality theory, abnormal behavior and therapeutic physiological models based on recent research. psychology. Focuses on social psychology, including the development of attitudes and other social PY300 Brain and Behavior processes. 3 credits (fall) DA: L2 CCT Prerequisites: PY105, BI105 and junior or senior PY199 Special Topics in Psychology status or permission of the instructor. 3 credits (offered as needed) DA: N/A This course examines the relationship between Prerequisites: junior or senior status and permission behavior and the structure and function of the nervous of the instructor. system. Emphasis is placed on the physiological basis of Allows the department to design a course outside the such areas as motor activity, sensation and perception, normal offerings. In any given semester, the course motivation and emotion, and learning. Consideration content and format is developed for students with is also given to physiological explanations of various special interests and demonstrated abilities. Course psychological abnormalities. may be repeated for credit with a change of topic. Note: W designation as appropriate. PY303 Social Psychology 3 credits (spring) DA: L2 APS PY215 Educational Psychology Prerequisites: PY105 and junior status 3 credits (spring) DA: L2 CCT Offers an examination of theory and research in Prerequisites: PY105 social psychology as it relates to the broader context Emphasizes the application of principles and theories of psychology. The impact of group membership on of learning to various educational situations, covering individual behavior receives particular attention. topics that include motivation, learning, maturation, Among the topics explored are affiliation, values, discipline, measurement, intelligence, and counseling. attitudes, interpersonal attraction, stereotyping and prejudice, leadership, conformity, aggression, cooperation and competition. Attention is given to the analysis of research methodologies used in social settings.

161 PY313 Death and Dying PY392 Counseling Theory 3 credits (spring) DA: L2 V 3 credits (fall) DA: L2 APS Prerequisites: PY105 or HD108 and junior or senior Prerequisites: PY320 status. Aims to help beginning counselors gain a realization Death and dying offers a multidisciplinary approach to of their capabilities and limitations in the helping the study of thanatology. Topics include psychological relationship. Emphasizes the fundamental theories states of the dying process, attitudes toward death, of counseling and the role of therapeutic psychology the physiology of death, counseling the terminally ill, in contemporary society. the Hospice concept, widowhood, bereavement and mourning, suicide, funerals, family support, and the PY395 Psychology of Drugs and Behavior treatment of the deceased from a historical standpoint. 3 credits (spring) DA: L2 APS Prerequisites: PY105 and junior or senior status. PY320 Theories of Personality An overview of the use and abuse of drugs in the United 3 credits (fall) DA: L2 APS States today. Theoretical perspectives on drug use and Prerequisites: PY105 and junior status. abuse are explored as well as current classifications of Critically surveys the major theories of personality, major drugs. Other topics include history of drugs, the organization of personality and its development, drug research, physiological mechanisms of drug measurement, and assessment. Emphasizes normal action, models of addiction, therapeutic effects of personality development. drugs, recreational drugs, development and evaluation of drug treatment and prevention programs. PY332 Abnormal Psychology 3 credits (spring) DA: L3 V PY399 Special Topics in Psychology Prerequisites: PY105, PY320 Credit hours by arrangement (offered as needed) Systematically studies the development and DA: N/A assessment of behavior pathology. Covers etiology, Allows the department to design a course outside the treatment, prognosis, and preventive intervention of normal offerings. In any given semester, the course major psychological disorders. content and format is developed for students with special interests and demonstrated abilities. Course PY355 Psychology of Creativity may be repeated for credit with a change of topic. 3 credits DA: L2 CCT NOTE: W designation as appropriate. Prerequisites: PY106 and junior or senior status. The creative process will be critically examined from PY445 Health Issues in Behavioral Science numerous perspectives, including the roles of imagery, 3 credits (spring) alternate years) DA: L3 C playfulness, affect, divergent thinking, intelligence, Prerequisites: HD108 or PY015 and junior status and other paradigms. There will be a focus on factors Health issues in behavioral science is an exciting, that supposedly influence the creative process. interdisciplinary field that examines the contribution Students will participate in activities that encourage of biological, psychological, and sociological factors creativity. in maintaining health and avoiding illness. This course aims to introduce you to the wide variety of PY375 History and Systems of Psychology topics that are the focus of research within the field 3 credits (spring) DA: L2 ICT of health psychology. Additionally, the course aims Prerequisites: PY105 and junior status. to demonstrate the relevance of health psychology This course focuses on the historical development of concepts to everyday life in order for you to access psychology with a major emphasis on the emergence these concepts and, consequently, enhance your of systematic thought in American Psychology. The personal health. psychological concepts and theories of leaders in the field are examined along with the philosophical, social and scientific forces shaping the evolution of the discipline. This course is required of all psychology majors. 162 SF199 Special Topics in Sport & Fitness SF310 Introduction to Exercise Science Credit hours by arrangement (offered as needed) 3 credits (fall) DA: L2 CCT DA: N/A Prerequisites: BI221 and BI222 Prerequisites: Open only with consent of the This course will examine the biological factors that instructor. affect human performance in health, fitness and Allows the department to design a course outside the athletic activities. Major body systems, cardiovascular, normal offerings. In any given semester, the course respiratory and muscular, will be addressed as they content and format is developed for students with pertain to physical exertion and performance. There special interests and demonstrated abilities. Course will be a lab fee associated with this course. may be repeated with a change of topic. SF320 Teaching Team Activities SF230 Activity Leadership 3 credits (spring) DA: L2 SI 3 credits (as needed) DA: L2 SI This course focuses on teaching team activities Prerequisites: SM110 and sports that would be involved in educational This course will introduce students to leadership and recreational settings. Team sport activities styles and their role in sport and fitness programming. would include major team sports, team building Emphasis is on experiential learning of effective activities, leadership and skill development. Areas personal leadership techniques facilitating a of concentration will include pedagogy of teaching positive participant experience. Direct leadership individual skills, ethics and fair play, group dynamics, opportunities will be provided for all students. organization and management of team play, and safety/risk management of physical activities. SF232 Recreation for Seniors 3 credits (as needed) DA: N/A SF321 Teaching Individual Activities Prerequisites: SM110 3 credits (fall) DA: L2 SI This course will introduce students to recreation This course focuses on teaching individual activities activity programming for Senior Citizens. Historical and sport that would be involved in educational and current research on topics related to activity and recreational settings. Individual sport activities planning for individuals over age 60 will be presented. would include competitive sports (i.e. golf, tennis, Activity choice and adaptations/modifications will be etc…), movement and fitness activities (i.e. dance, a primary focus. aerobics, etc…) and stress reduction (i.e. yoga). Areas of concentration will include skill development, SF233 Outdoor Recreation pedagogy of teaching individual skills, spatial and 3 credits (as needed) DA: L2 CCT body awareness, fitness components and safety/risk Prerequisites: SM110 management concerns. Students develop skills in selected outdoor activities and are exposed to a range of outdoor recreational SF322 Aerobic & Sport Fitness pursuits. Included are Outward Bound/Adventure- 3 credits (as needed) DA: L2 APS type activities. This course will introduce students a variety of fitness techniques designed to improve aerobic SF301 Motor Learning and overall fitness. Emphasis will be place on the 3 credits (spring) DA: L2 APS development of appropriate fitness programs to Prerequisites: BI221 and BI222 improve cardiovascular health while recognizing the This course is designed to acquaint students with impact of age, skill levels, prior experience, and socio- the theoretical foundations of motor learning and cultural expectations on performance. May include, corresponding practical applications to the teaching of but limited to, step, spinning, circuit training, and movement skills. Emphasis will be placed on changes cardio-kickboxing. in motor learning and development across the lifespan and other factors influencing those changes.

163 SF324 Adaptive Sport & Physical Education a change of topic. 3 credits (fall) DA: L2 D NOTE: W designation as appropriate. Prerequisites: junior or senior status. This course will examine skills and knowledge SM201 Sport in Society (W) necessary to work with and assist individuals with 3 credits (fall and spring) DA: L1 D physical, emotional, or mental challenges. Students This course begins with a history of sports and fitness will learn appropriate design, implementation, and from classical to modern times. Topics include the evaluation of Physical Education, Sport and Fitness relationship between sports and society, social programs. Legal liabilities, risk management and demographics of sports and athletics, psychological Federal-mandates will be addressed in this lecture factors of competition, motivation, aggression, and and experientially-based course. stress, and contemporary sports trends and issues.

SF399 Special Topics in Sport & Fitness SM207 Sport Marketing Credit hours by arrangement (offered as needed) DA: 3 credits (fall and spring) DA: L2 C N/A Prerequisites: SM110 or permission of the instructor. Prerequisites: Open only with consent of the This course provides a detailed examination of instructor. marketing techniques in the sport consumer and sport Allows the department to design a course outside the product businesses. Topics will include consumer normal offerings. In any given semester, the course behavior, measuring media effectiveness, market content and format is developed for students with segmentation, marketing strategies and trends, and special interests and demonstrated abilities. Course the differences between sport product and sport may be repeated with a change of topic. service marketing. Students will develop both their interpersonal and small group communication skills SF405 Organization & Management of thru class projects. Physical Education & Recreation Programs 3 credits (spring) DA: L2 APS SM209 Athletic Administration Theoretical considerations and practical applications 3 credits (fall) DA: L2 APS of organization, administration, policies, budget, This course is designed to introduce the student to the finance, legal aspects, staff, physical plant, publicity, management issues faced by administrators within public relations, scheduling for Physical Education collegiate and high school athletics departments. and recreation programs. The role of management in Students will develop an understanding of issues such planning, development, evaluation and leadership of as governance, scheduling, NCAA and conference activity based programs will be emphasized. compliance, gender equity and Title IX, conference NOTE: 2009-2011 some Sport Management courses membership issues, departmental structure, and will be offered in the Spring and Fall. organizational goals in athletics, legal issues, and operating procedures. SM110 Introduction to Sport Management 3 credits (fall and spring) DA: L1 CCT SM210 Sport Management Practicum Explores the field of sport management and its role 3 credits (fall and spring) DA: L1 SI in our society. Covers the management of a variety of Prerequisites: SM110 sport organizations. Offers opportunity to gain practical experience under supervision in sport settings. Emphasizes involvement SM199 Special Topics in Sport Management with the operations of teams and facilities. Credit hours by arrangement. (offered as needed) DA: N/A SM302 Sport Facilities Allows the department to design a course outside 3 credits (fall) DA: L2 CCT the normal offerings. In any given semester, Prerequisites: junior or senior status or permission of the course content and format is developed for the instructor. students with special interests and demonstrated This course investigates the functions of management abilities. Course may be repeated for credit with in terms of planning, building, operating, and 164 financing public assembly facilities and special sport research related to sport and exercise behavior. The event venue management, including public and course is designed to introduce you to the field of private arenas, stadiums, and multi-purpose campus sport and exercise psychology by providing a broad sport facilities. overview of the major topics in the area. The class is designed to be interactive, with a special emphasis SM303 Legal Issues in Sport placed on group work and application of techniques 3 credits (fall and spring) DA: L2 V to not only in sports settings, but in corporate, Prerequisites: junior or senior status or permission recreational, and school settings as well. of the instructor. This course examines the legal issues that affect SM399 Special Topics in Sports Management sport businesses, organizations, and facilities on the 3 credits DA: N/A professional, collegiate and community levels. It Designed as an upper-level elective course specifically includes a review of the judicial opinions governing for junior and senior students, when offered, the professional and organized amateur athletics. academic department introduces a unique and The course uses detailed case studies to examine exciting topical course which isn’t part of the constitutional law; collective bargaining; arbitration; traditional curriculum. Special Topic courses are antitrust laws; civil liability, including safety issues; offered as needed and as interest arises. and criminal law in the sport field. SM401 Ethics in Sport (E) SM309 Sport Promotion and Media 3 credits (fall) DA: L3 V 3 credits (spring) DA: L2 ICT Prerequisites: junior or senior status or permission of Prerequisites: SM207 the instructor. This course provides a detailed examination of the This course provides a detailed examination of the 5th “P” in the sport marketing mix – promotion. field of ethics in sport. The course will analyze how This course will explore sport promotion and all the morals and ethics influence decisions thru the world products offered as tools to promote the sport product. of sports. Students will begin the course by exploring Areas covered include promotional merchandising the basic principles and theories of ethics followed by products, promotional events, the media, sponsorship an examination of personal and professional ethics. and endorsement. A detailed examination of the Finally, the nature of ethics is examined in the area of relationship between media and sport - including sport management. Students will learn the basic tools print media and electronic media mediums. so they can enter into ethical dilemmas intelligently. Case studies and moral dilemmas will be utilized to SM310 Athletic Event Management (SR) apply theories and form conclusions. 3 credits (every other semester) DA: L2 SI This course offers a theoretical and practicum based SM403 Sport Business and Finance approach that focuses on Athletic Event planning and 3 credits (spring) DA: L3 APS implementation. Students will work in conjunction Prerequisites: AC103 or permission of the instructor. with the Mitchell College Athletic Department to This course will examine the business of sport and how organize and supervise home Athletic Events. Areas of the industry of sport influences the national and world focus will include but are not limited to scheduling of economies. Students will explore the economic growth matches, site supervision, security concerns, athletic of the sport industry in the 20th century and gain an training, and opposing teams’ accommodations. One understanding of the economic principles. In addition third of the course meeting times will be done in the students will understand why budget and finance classroom setting and two thirds of the meeting times is unique and critical aspect of the sports industry. will be in a lab setting. Students will gain knowledge in basic accounting principles, financial statements, sources of revenue, SM325 Sports Psychology principles of budgeting and budget development. 3 credits (fall) DA: L2 SI Prerequisites: PY105 This course examines psychological theories and 165 SM430 Senior Seminar in Sport Management SM452 Sport Management 3 credits (fall) DA: L3 C Senior Research Project Prerequisites: Senior standing in Sport Management. 6 credits (fall and spring) DA: L3 CCT This senior seminar is designed to represent the final Students complete a significant independent research course in the Bachelor of Science degree in Sport or specialized project under the supervision of the Management. The focus of this course is the senior Sport/Fitness Department Chairperson. Topics must project. Over the past four years students’ have be pre- approved with Department Chair before the acquired a wealth of skills and knowledge and this first day of classes for the term in which the student project serves to demonstrate that knowledge. The enrolls. goal of the senior project is the transition of a student to independent learners and producers. With the aid SO103 Introduction to Sociology of a faculty adviser, seniors identify a significant area 3 credits (fall and spring) DA: L1 D of investigation with in the field of sport management; Emphasizes the study of United States society within research its parameters; clarify their relationship to the context of the global spectrum. Deals with social that area; and create a final product in the form of a institutions such as marriage, gender roles, urbanism, paper, lecture, proposal, plan, etc. variations in family life, theoretical paradigms stratification, population, and ecology. SM450 Sport Management Internship 6 credits (spring and fall) DA: L3 SI SO104 Social Issues Prerequisites: Sport Management majors only. 3 credits (spring) DA: L1 V Students must meet with Sport Management Prerequisites: SO103 or permission of the instructor Internship Coordinator to apply for internship and Studies social problems on a global level in relation to meet minimum Sport Management requirements. the society of the United States and the Western world. Traditional Internship (6 credits): The traditional Concentrates on the problem areas of population internship is a part-time work experience in the sport growth, consumerism, environmental issues, racial industry and is often performed in proximity to the and ethnic groups, and other selected current topics College. Students will observe and assist a professional from a sociological perspective. within the field of sport management. Students are evaluated by an on-site supervisor and a qualified SO110 Introduction to Cultural faculty member. A detailed journal and final report Anthropology must be submitted for evaluation in addition to a 3 credits (spring) DA: L1 D separate evaluation submitted by the field supervisor. Introduces major concepts of social and cultural Hours required: 200 hours. anthropology including prehistory, ethnology, human ecology, language and culture, the evolution of human SM451 Sport Management Internship culture, behavior and beliefs, technology, religion, art, 12 credits DA: L3 SI and literature. Prerequisites: Sport Management majors only. Students must meet with Sport Management SO199 Selected Topics in Sociology Internship Coordinator to apply for internship and Credit hours by arrangement. (offered as needed) meet minimum Sport Management requirements. DA: N/A The internship is a part-time work experience in the Courses are offered periodically within the discipline sport industry and is often performed in proximity that examine issues and problems in selected areas. to the College. Students will observe and assist a Course may be repeated with a change in subject professional within the field of sport management. mater. Prerequisites appropriate to each course will Students are evaluated by an on-site supervisor and a be announced when the course descriptions are qualified faculty member. A detailed journal and final distributed. report must be submitted for evaluation in addition to a separate evaluation submitted by the field supervisor. Hours required: 400 hours.

166 SO207 Marriage and Family cultivating those skills and capabilities necessary for 3 credits (fall and spring) DA: L2 C effective group management. Prerequisites: SO103 or PY106 Provides a broad survey of marriage as a social SO315 Schools and Societies (G) (W) institution. Emphasizes topics such as theoretical 3 credits (spring) DA: L3 D perspectives and research methodologies, historical The primary objective is to develop awareness of the trends, relationship dynamics, gender roles, sexuality, relationship between a society’s education system legal considerations, marital adjustments and and that society’s other systems: its unique political, transitions, parenthood, family stress, and crises. economic and socio-cultural institutions. To achieve this, school systems will be analyzed from the SO227 Human Sexuality perspective of their current socio-cultural setting and 3 credits (fall and spring) DA: L2 V their responses to challenges, such as development, Prerequisites: SO103 or PY106 trans-national migration, social exclusion, literacy, Offers an in-depth analysis of human sexuality from political change, and the movement of refugees. Other sociological, psychological, cultural, and biological objectives include reinforcing the student’s research perspectives. Focuses on such topics as sexual skills in the social sciences and strengthening analytical maturation and reproduction, sexual identities, sexual and reflective skills. Oral and written presentation drives and response cycles, relationship dynamics, skills are also emphasized. sexual lifestyles, sexual health and disease, and sexual dysfunctions. Emphasizes the nurturance of more SO399 Special Topics in Sociology knowledgeable, tolerant, sensitive, and responsible 3 credits DA: N/A sexual attitudes and behaviors. Designed as an upper-level elective course specifically for junior and senior students, when offered, the SO230 Selected Social Issues Through the Lens academic department introduces a unique and of Media Satire exciting topical course which isn’t part of the 3 credits (offered as needed) DA: L1 CCT traditional curriculum. Special Topic courses are Prerequisites: SO103 offered as needed and as interest arises. Contemporary social issues will be explored and analyzed through the lens of Media Satire. Selected TH110 Stagecraft and Play Production I (SR) social issues will include: stratification, inequality 3 credits DA: L1 C within society, politics, environmentalism, terrorism, This hands-on course provides the student with technology as an agent of socialization, gender roles, practical knowledge of processes involved in putting race relations, health and disease, and ageism. These on a theatrical production. Areas covered include and other social issues will be critically examined acting, directing, lighting, sound, costume, makeup, through various forms of media satire applied within scenery construction/painting, and backstage crew contemporary popular culture. assignments that allow students to experience theater firsthand. SO310 Leadership and Group Processes (SR) 3 credits (fall and spring) DA: L2 SI TH130 Introduction to Acting I Prerequisites: SO103, SO104 and junior or senior 3 credits DA: L1 C status or permission of the instructor. This is a practical course, dealing with the basic skills An analysis of leadership against the backdrop of the actor. Exercises and discussion of the techniques of group dynamics and processes. Content of the of emotion, memory, imagination, extension, course includes history, theory, and experiential concentration, scene analysis, and the use of the voice opportunities to explore the meaning of the leader’s and body are employed. Various theories of acting are role, qualities of effective leadership, the development discussed, and frequent performances and critiques of leadership skills, types of group interactions, are a part of the content. interpersonal communication skills, and group conflict and cooperation. Students are encouraged to explore their own leadership potential while 167 TH140 Theater History I (D) (G) the exploration of scripts, physical structures, and 3 credits DA: L1 D theatrical conventions. The relationship between This course examines theater practices from the the theater and the society of the time will be Greek through the Elizabethan periods, using the addressed. exploration of scripts, physical structures, and theatrical conventions. The relationship between TH250 The Musical the theater and the society of the time will be 3 credits (fall or spring every other year) DA: N/A addressed. Prerequisites: CW101 and CW102 The course looks at the development of the musical TH150 Stage Makeup from its origins in ancient times to Vaudeville and 3 credits DA: N/A on to Broadway and continues to the present day. Prerequisites: TH140 Emphasis will be on the elements of the musical and A hands-on course devoted to understanding, its reflection of man and society. developing and applying the skills and principles of makeup and adapting designs to fit different facial TH270 Advanced Acting structures. 3 credits DA: N/A This course will build upon TH130 for those students TH199 Special Topics in Theater wishing to pursue a greater understanding of the craft. Credit hours by arrangement (offered as needed) DA: N/A TH399 Special Topics in Theater Prerequisites: Open only with consent of the Credit hours by arrangement (offered as needed) instructor. DA: N/A Allows the department to design a course outside the Prerequisites: Open only with consent of the normal offerings. In any given semester, the course instructor. content and format is developed for students with Allows the department to design a course outside the special interests and demonstrated abilities. Course normal offerings. In any given semester, the course may be repeated with a change of topic. content and format is developed for students with special interests and demonstrated abilities. Course TH210 Stagecraft and Play Production II (SR) may be repeated with a change of topic. 3 credits DA: N/A Prerequisites: TH110 WL110 Beginning Spanish I (G) This course explores methods, techniques and theories 3 credits (fall) DA: L1 C based on the principles and practical conventions of Prerequisites: This course is open only to students set construction, drafting interpretation for prop and with no prior ability in the Spanish language. Students scenery design and scenic painting. may be required to interview or take a placement test. Acquaints students with fundamentals of elementary TH230 Introduction to Acting II Spanish, using only the present, future, and preterit 3 credits DA: N/A tense. Emphasizes essential grammar instruction and Prerequisites: TH130 practice in basic writing, reading, and conversation. A continuation of the emphases of Acting I. Additionally, Acting II focuses on dramatic processes WL111 Beginning Spanish II (G) as they formalize into theatrical performances. Scene 3 credits (spring) DA: L1 C study, improvisation and one-act play presentation Prerequisites: Successful completion of SP121 or the will constitute the majority of class work. equivalent. Students may be required to interview or take a placement test. TH240 Theater History II (D) (G) Gives students who are familiar with the basics an 3 credits DA: N/A opportunity to improve further their ability to use Prerequisites: TH140 the Spanish language. Emphasizes reading, writing, This course examines theater practices from the and conversation. Studies Spanish grammar in detail. Elizabethan through the modern periods, through Students monitor current events in the Spanish 168 speaking world as they familiarize themselves with curriculum will also include selected viewing and Hispanic culture. discussion of Italian movies with attention paid to how films relate to the social, political, and cultural WL120 Beginning French I (G) environment of their times. 3 credits (fall) DA: L1 C Prerequisites: This course is open to students with no WL131 Beginning Italian II prior ability in the French language. Students may be 3 credits DA: L1 C required to interview or take a placement test. Using the proficiency of Italian I, the student will Introduces students to a basic foundation in French engage in conversations using the language to express grammar through a structured, active oral approach. opinions, emotions and share information with the Aims to provide basic proficiency incorporating instructor and with other students. This course will personal expression, cultural insights, and a specialized also provide students with the ability to develop oral vocabulary for practical application in professional presentation skills on a culture-related subject using and job-related situations. Stresses understanding multimedia technology in Italian. modern conversational French, reading and writing skills, and speaking ability, while emphasizing the WL140 Beginning Arabic I extent of the francophone world. 3 credits DA: L1 C This course prepares students for a cross-cultural WL121 Beginning French II (G) communication exercise through the study of the 3 credits (spring) DA: L1 C Arabic language. It includes reading, writing, listening, Prerequisites: Successful completion of WL120 or the speaking and culture. It provides connections to other equivalent. Students may be required to interview or disciplines through the study of Arabic and develops take a placement test. awareness of Arabic culture and art. Continues the introduction to French, with emphasis on listening and speaking skills. Increases vocabulary WL140A The Language and Culture of the through textual presentation and use in conversations, Arabic World I reading, and writing. Reviews basic grammatical 3 credits DA: L1 C structures, introduces intermediate grammar, An introduction to Arabic speaking countries and highlights cultural topics, and current events in their peoples including customs, geopolitics, and the French-speaking world. Designed to lead to a religious influences on their culture and arts. The conscious control of the language. course seeks to demystify a classic language and script–also seen as an artistic expression, through WL130 Beginning Italian I basic language construction of Arabic, the sacred 3 credits DA: L1 C language of the Koran, and its impact beyond the WL130 will be an introductory course to the language, Arabic world. art and culture of the Italian people. This will be a cross-cultural communication course that will focus WL141 Beginning Arabic II on reading, writing, listening, nd speaking Italian. It 3 credits DA: L1 C will also assist the student in understanding Italian This course is based upon proficiency in WL130. culture and art. Students will continue their cross-cultural communication exercises through the study of WL130A Italian Language and Culture I language through conversation. This course will 3 credits DA: L1 C also provide a more advanced connection to other In this course, the Italian language is taught through disciplines through the study of Arabic culture and a comprehensive approach, enabling the student to art. read, write, and speak while gaining knowledge of Italy, its culture and history. Emphasis will be placed on developing the ability to function linguistically in real-life situations and building a broad conversational vocabulary using role play methodology. The 169 WL199 Special Topics in World Language conversational proficiency. Students are expected to Credit hours by arrangement (offered as needed) manipulate language structures in order to gain skills DA: N/A in surviving situations using French. Readings focus Prerequisite: Open only with consent of the instructor. on French culture and current events. Assignments Allows the department to design a course outside the and class work focus upon creative conversation skills, normal offerings. In any given semester, the course specially selected films, and basic readings exploring content and format is developed for students with French culture and civilization. special interests and demonstrated abilities. Course NOTE: WL220 is useful for those who wish to develop may be repeated with a change of topic. their French as a marketable skill.

WL210 Intermediate Spanish I (G) WL221 Intermediate French II (G) 3 credits (fall) DA: L1 C 3 credits (spring) DA: L1 C Prerequisites: Successful completion of SP122, more Prerequisites: Successful completion of WL220 or the than two years of high school study, or the equivalent. equivalent. Students may be required to interview or Students may be required to interview or take a take a placement test. placement test. Continues the through and accelerated study of Focuses on conversation and reviews of grammar. French grammar and vocabulary, and insists upon Also the reading of short stories, poems and articles participation and self-expression by students. Prepares gives students who are in command of the essentials students for the literary and practical applications of Spanish a chance to further improve their fluency of the language in subsequent courses and life in the language. Gives an opportunity to learn more applications. Class work and assignments focus about Hispanic culture by reading and discussing on increasing conversational ability and listening current events. comprehension through discussion of practical situations and contemporary French culture and WL211 Intermediate Spanish II (G) business practice. Materials taken from a variety of 3 credits (spring) DA: L1 C sources including French periodicals, videos, cartoons, Prerequisites: Successful completion of SP223 or the tapes, and an introductory business text. equivalent. Students may be required to interview or NOTE: WL202 is especially useful for students take a placement test. planning future study or work in a French-speaking Stresses improved fluency through conversation country. and reading with special attention given to writing papers and discussing novels. Specific content may WL399 Special Topics in World Language vary, however, depending on the needs and interests Credit hours by arrangement (offered as needed) of individual students. DA: N/A Prerequisite: Open only with consent of the instructor. WL220 Intermediate French I (G) Allows the department to design a course outside the 3 credits (fall) DA: L1 C normal offerings. In any given semester, the course Prerequisites: Successful completion of WL121 or the content and format is developed for students with equivalent. Students may be required to interview or special interests and demonstrated abilities. Course take a placement test. may be repeated with a change of topic. Synthesizes the essential elements of the language through study of advanced grammatical structures with particular emphasis on improving written and

170 Board of Trustees 2014-2015

OFFICERS Elizabeth S. Ivey, PhD. Daniel S. Spring Board Chair Vice Chair Provost Emerita First Vice President, Investments University of Hartford Stifel Nicolaus & Company, Inc.

Kevin R. Hennessy, J.D. D. Scott Gibson Secretary Treasurer Director, Federal, State & Local Affairs - New England Director Dominion Resources, Inc. Oppenheimer & Company

MEMBERS OF THE BOARD Robert K. Musil, Ph.D., M.P.H., H’09 Gayle Bentsen, P’11 Senior Fellow, Adjunct Professor Philanthropist The Center for Congressional and Presidential Studies, School of Public Mark Burke Affairs, American University Entrepreneur Former President, Johnson & Wales (Denver) Rear Admiral Robert C. Olsen Jr. ’65 (USCG, Retired) President Richard Carlson Webb Institute CEO and President Prospect Products, Inc. David G. Sandberg Founder and President Erin Duques, J.D. Cornerstone Capital Advisors, Inc. Director, Advocacy Services Vista Vocational and Life Skills Center, Inc. Janet Steinmayer President, Mitchell College Lucy Leske, P’12 Senior Vice President John Tymitz Witt/Kieffer CEO Emeritus Semester at Sea Institute for Shipboard Education (ISE)

171 Faculty and Staff Directory

ACADEMIC AFFAIRS Victoria E. Brennan, Ph.D. Michael Fishbein, Ph.D. Professor Vice President for Academic Affairs and Department of Science, Technology, Environmental Dean of the College Studies, and Mathematics B.S., SUNY at Binghamton Sara J. Oakes, B.A. M.S., SUNY at Buffalo Executive Assistant to the Vice President for Ph.D., SUNY at Buffalo Academic Affairs and Dean of the College Paul L. Brindamour, M.B.A. Assistant Professor and Chair FACULTY Department of Business Administration Donald L. Benoit, M.B.A. B.A., University of Rhode Island Assistant Professor M.B.A., Boston University Department of Business Administration B.S., Quinnipiac University Tara L. Broccoli, Ph.D. M.B.A. Rensselaer Polytechnic Institute Associate Professor Department of Behavioral Sciences Kimberly J. Blake, Ph.D. B.A., Connecticut College Professor and Chair M.S., Rutgers University Department of Science, Technology, Environmental Ph.D., Rutgers University Studies, and Mathematics B.A., Mount Holyoke College Robert O. Forcier, M.B.A. M.A., Fairfield University Associate Professor and Chair Ph.D., University of Connecticut Department of Hospitality and Tourism B.S., University of Massachusetts Nancy M. Bombaci, Ph.D. M.B.A., Johnson and Wales University Associate Professor Department of Communication Arts & Humanities Marc H. Goldsmith, M.A. B.A., Trinity College Associate Professor M.A., Trinity College Department of Communication Arts & Humanities Ph.D., Fordham University B.A., Bucknell University M.A., Bucknell University Denise A. Braley, Ed.D. Assistant Professor Scott L. Horton, Ed.D. Department of Hospitality and Tourism Professor B.S., Albertus Magnus College Department of Behavioral Sciences M.S., Rensselaer Polytechnic Institute B.A., Antioch College Ed.D., NOVA Southeastern University Ed.M., Harvard University C.A.S., Harvard University Robert Brandt, M.A. Ed.D., Boston University Assistant Professor and Co-Chair Department of Communication Arts & Humanities Rosemary B. Johnson, M.A. B.A., Rhode Island College Assistant Professor M.A., Rhode Island College Department of Communication Arts & Humanities B.A., Connecticut College M.A., University of York 172 Daniel Kresge, Ph.D. Department of Law and Justice Policy Studies Assistant Professor B.A., Lock Haven State University Department of Sport and Fitness Management M.S., American University B.S., Hobart College J.D., Catholic University of America M.S., University of New Haven Ph.D., University of Rhode Island Karen Ward, M.A.L.S. Associate Professor Mary K. Loose, M.A. Department of Communication Arts & Humanities Associate Professor B.S. Southern Connecticut State University Department of Communication Arts & Humanities M.L.S. Wesleyan University B.S., University of Missouri M.Ed., University of Missouri George K. Wezner, M.S. M.A., Tulane University Assistant Professor Department of Law and Justice Policy Studies Herb Nieburg, Ph.D. B.S., University of New Haven Associate Professor M.S., Rensselaer Polytechnic Institute Department of Law and Justice Policy Studies B.A., Ricker College Catherine E. Wright, Ph.D. M.S., Long Island University Professor and Chair Ph.D., Florida Institute of Technology Department of Behavioral Sciences B.S., Ball State University Jennifer M. O’Donnell, M.A. M.A., Ball State University Associate Professor and Co-Chair Ph.D., University of Connecticut Department of Communication Arts & Humanities B.A., College Misericordia ADJUNCT FACULTY M.A., University of Connecticut Amanda Almond, M.A. Department of Behavioral Sciences Linda M. Perry, Ph.D. Assistant Professor Adrienne Barclay, M.P.A. Department of Behavioral Sciences Department of Law & Justice Policy Studies B.S., University of Rhode Island M.A., University of Connecticut Travis Beausoleil, M.A. Ph.D., University of Connecticut Department of Sport & Fitness Management

Patricia Phillips, Ph.D. Tory Bell, MBA, M.S. Assistant Professor/Teacher Certification Officer and First-Year Experience Chair Department of Education Karla Bendor, M.A. B.A., Fairleigh Dickinson University Department of Science, Technology, Environmental M.S., Southern Connecticut State University Studies, and Mathematics Ph.D., University of Connecticut David Brailey, Ed.D. Dean A. Roberts, M.S. Department of Behavioral Sciences Assistant Professor and Chair Department of Sport and Fitness Management Shannon Brenek, B.F.A. B.S., Trenton State College Department of Business Administration M.S., Springfield College Department of Communication Arts & Humanities

Jeffrey R. Van Kirk, J.D. Amy Cabaniss, MBA Assistant Professor and Chair Department of STEM 173 Majorie Collins, M.A. Guido Garaycochea, M.A. Department of Education Department of Communication Arts & Humanities

Ellen Cummins, M.Ed. Joanne Giegerich, M.S. Department of Education Department of Education

Joseph Cypriano, M.A. Armand Giroux, M.B.A. Department of Communication Arts & Humanities Department of Business Administration

Jamia Danzy, M.Ed. Scott Hawk, M.Ed. Department of Communication Arts & Humanities First-Year Experience

Pamela Days-Luketich, MBA Conrad Heede, M.A. Department of Hospitality & Tourism Department of Communication Arts & Humanities

Rena DeBortoli, B.F.A. Jacquelynn Hehn, M.S. Department of Communication Arts & Humanities First-Year Experience

Jennifer Dees, M.A. Cheri Henault, B.A. Department of Education First-Year Experience

Shelley Ann des Etages, Ph.D. Christy Hicks Department of STEM Department of Science, Technology, Environmental Studies & Mathematics Jerry Desmond, M.S. Department of Law & Justice Policy Studies Christina Hodge, M.A. First-Year Experience Alyson Dougherty, MAT Department of Education Miriam Hostetter, M.A. Communication Arts & Humanities George Dowker, M.F.A. Department of Communication Arts & Humanities Damian Houlden, M.S. Department of Sport and Fitness Management Alicia Eichinger, J.D. Department of STEM Kevin Kelly, M.S. Department of Business Administration Akram Erik-Soussi, Dott.Arch. Department of Business Administration Ann Lain, J.D. Department of Communication Arts & Humanities Department of Business Administration

Brian Flaherty, M.S. John Lehet, M.A. Department of Sport and Fitness Management Department of Science, Technology, Environmental Studies & Mathematics Lynne Floyd, M.S. Department of Communication Arts & Humanities Maureen Masson, M.A. Department of Education Dana Fulmer-Garfield, M.Ed. Department of Sport & Fitness Management Jennifer Mauro, M.S. Department of Behavioral Sciences & Program Coordinator Liberal & Professional Studies 174 Katherine McDonald, M.A. Nestor Salaczynskyj, M.Ed. First-Year Experience First-Year Experience Milton Moore, B.S. Department of Communication Arts & Humanities Ronald Samul, M.F.A. Department of Communication Arts & Humanities Margaret Morgenstern, M.S. Department of Science, Technology, Environmental Ruth Saunders, M.A.T., M.B.A. Studies & Mathematics Department of Business Administration

Derek Morrissey, M.A. Melissa Shafner, J.D., M.S. Department of Communication Arts & Humanities Department of Communication Arts & Humanities

Mary Murphy, M.S. Scott Shoemaker, M.S. Department of Business Administration First-Year Experience

Kimberly Myers, M.S. David Smith, J.D. Department of Law and Justice Policy Studies Department of Law & Justice Policy Studies

Nikole Nousiopoulos, M.F.A. James Stephenson, M.S. Department of Communication Arts & Humanities Department of Behavioral Sciences Department of Communication Arts & Humanities Donna Ogle, B.S. Department of Communication Arts & Humanities Jennifer Sullivan, M.S. Department of Behavioral Sciences Walter Patrick, M.S. Department of Business Administration Randy Tarasevich, M.A.T. Department of Business Administration John Payne, J.D. Department of Business Administration Donald Trella, M.S. Department of Communication Arts & Humanities Todd Peretz, B.S. Department of Sport & Fitness Management Nicholas Van Vught, M.S., ATC, CES Department of Sport & Fitness Management Tom Peterson, B.A. Department of Communication Arts & Humanities Jennifer Welsh, M.A. First-Year Experience Director Lisa Pike-Dolan, M.S. Department of Behavioral Sciences Maureen White, M.A. Department of Sport & Fitness Management Raymond Pineault, J.D. Department of Hospitality & Tourism Julie Yale, M.S. Department of Behavioral Sciences Mary Pinkham, M.A. Department of Communication Arts & Humanities

Thomas Reynolds, M.A. Department of Communication Arts & Humanities

Roger Riley, B.S. Department of Communication Arts & Humanities 175 BENTSEN LEARNING CENTER ACADEMIC ADVISING/TUTORING CENTER Director Meredith Adler, M.S. TBD Tutor

Patricia Mauro Gill Castagna, M.A. Administrative Assistant Tutor Janice Arscott, M.S. Learning Specialist Technologist Theodor Frostad, B.S. Math Tutor Kathryn Collomore, M.A.T. Learning Specialist Cas Grygorcewicz, B.S. Academic Advisor Mary Gardiner, M.S. Learning Specialist Technologist Garry Miller, MBA Business Tutor Sharon Jackson, M.A.T. Learning Specialist Ross Miller, A.B. English Tutor Lynn Kelly, M.A. Learning Specialist Mary Murphy, M.S., Ed. Academic Advisor Alice Murallo, M.S. BLC Admissions Liaison George Parent, M.A. Math Tutor Lisa Pike-Dolan, M.S. Learning Specialist James Stephenson, M.S. Tutor Janet Schermerhorn, M.S. Learning Specialist John Troland, B.A. Accounting Tutor Mary-Beth Smith, M.S. Learning Specialist Gail Turgeon, M.A. Tutor Louise Steinberg, B.A. Learning Specialist ADULT & CONTINUING EDUCATION Kacey Wolter, M.A. Catherine Erik-Soussi, Ed.D. Learning Specialist Executive Director

ADVISING/REGISTRATION CAREER SERVICES Kevin P. Kelly, M.S. Amanda Ljubicic, M.S., N.C.C., C.P.R.W. Assistant Dean, Student Academic Services and Director of Career Services College Registrar Kristina Smith Assistant Registrar Administrative Assistant Amy Van Oot, B.F.A.

Judy Gunther Assistant to the Registrar 176 INSTITUTIONAL RESEARCH AUXILLARY SERVICES David Hemenway, M.L.A. Lauren Lyngholm Director of Institutional Research, Assessment & Bookstore Manager Compliance Tony DeLuca Director, Sodexo Food Services INSTRUCTIONAL TECHNOLOGIES TBD Jan Lichtenwalter Coordinator Assistant to the Director, Sodexo Food Services

Leigh Reiney LIBRARY AND INFORMATION SERVICES (LIS) Catering Manager Elizabeth Davidson, M.L.I.S. Director of Library & Information Services CAMPUS SAFETY Lauren Consolatore, M.A. Paul Lombardo Instruction Librarian Director of Campus Safety

Regina Ewing, M.A.T. Mike Bowe Educational Technologist Campus Safety Officer

Stephanie Johnson Shamus Denniston Collection Management Coordinator Campus Safety Officer

Katherine Nazarian, B.S. Eric Johnson User Services Librarian Campus Safety Officer

Gerard Marquis FINANCE AND ADMINISTRATION Campus Safety Officer Dyann Baker, M.B.A. Vice President of Finance and Administration Jessica Mercado Campus Safety Officer Leah Brennan, B.S. Bursar Bruce Miller Campus Safety Officer Susan Dobbin, B.S. Staff Accountant Richard Miller, A.S. Campus Safety Officer Janet Grant, M.S. Comptroller John Saucier Campus Safety Officer Jill Rakoff, J.D. Purchasing Manager Howard Tinney Campus Safety Officer Cynthia Thompson, A.S. Accounts Payable Paul Worobey Campus Safety Officer

177 HUMAN RESOURCES Stacy Torpey, M.S., L.P.C. Jonathan Howell, PHR. B.S. Director of Health & Wellness Director of Human Resources

David Allard ATHLETIC DEPARTMENT HR Administrator Maureen M. White, M.A. Director of Athletics Beryl Rattley Mailroom Clerk Michele Nolan, B.S. Administrative Assistant

FACILITIES MANAGEMENT Travis Beausoleil, M.S. Joe Pardee Head Baseball Coach Facility Director Marc Ferace, B.S. Rebecca Heller Assistant Men’s Soccer Coach Facility Manager Dana Fulmer, M. Ed. Robbie Maneri Associate Director of Athletics/SWA Custodial Manager Tim Gaiser, M.S. Terry Taulbee Head Women’s Volleyball Coach Administrative Assistant Damian Houlden, M.S. Manager of Student Athlete Services and Intramurals STUDENT AFFAIRS Head Women’s Soccer Coach/Head Men’s Tennis Jason Ebbeling, J.D. Vice President for Student Affairs/Dean of Students John Keysor, B.A. Head Lacrosse Coach Diane Miller, A.S. Executive Assistant to the David Longolucco, B.S. Vice President for Student Affairs /Dean of Students Sports Information Director

Jamia Danzy, Ed.M. Darrin McCalla Director of Residence Life and Judicial Affairs Assistant Men’s Basketball Coach

Cheri Henault, B.A. Jillian Ortega, B.S. Director of Student Activities Head Softball Coach/Head Women’s Tennis Coach

Jacquelynn Hehn, M.A. Todd Peretz, B.S. Assistant Director of Student Activities Head Men’s Basketball Coach/Head Golf Coach and Facilities Manager Crystal Hill Disability Student Services Access Coordinator Tom Rispoli Assistant Baseball Coach Alexis Benson, M.A. Resident Director Dean Roberts, M.S. Head Men’s Soccer Coach Julie Yale, M.S. Personal Counselor 178 Mary Lynn Skarzenski, B.A. Tanesha Fowler Head Women’s Basketball Coach/XC Coach Enrollment Unit Coordinator

Nicholas Van Vught, M.S., A.T.C., Robert Martin, MBA. Athletic Trainer Director of Admissions

David Vandal, B.S. Marissa Mills Assistant Athletic Trainer Executive Assistant

Jasmine Zubek Christine Riemann, B.A. Assistant Women’s Soccer Coach Associate Director of Admissions

Erin Todisco WELLNESS PROGRAMS & SERVICES Assistant Director of Admissions Charlene Montavon, A.S. Health Services Coordinator Margo Weber Coordinator of Enrollment Support Joan Defanti Clerical Assistant Matthew Weber Assistant Director of Admissions

ADVANCEMENT AND COMMUNICATIONS Crystal S. Neuhauser, M.S., CFRE FINANCIAL AID Vice President of Advancement and Communications Jacklyn Stoltz, B.A. Director of Financial Aid Kathryn M. Gaffney, M.S. Director of Marketing and Communications Vivian Hahn Assistant Director of Financial Aid Donna M. Lloret Development Coordinator Elise Kaufmann, B.S. Associate Director of Financial Aid

Stephanie Shunda Yudelka Nunez-Gonzalez Assistant Director of Advancement Services and Assistant Director of Financial Aid Stewardship Fawn DeMello, M.B.A. Direct Loan Coordinator ADMISSIONS Susan D. Bibeau, M.P.A, M.S.S.M., M.A. Vice President of Enrollment Management

Susan Button Assistant Director of Admissions

Tammy Byron Associate Director of Admissions

Edgar Fields Admissions Counselor

179 Index

Ability Based Education, 53, 62 Regulations, 21 Academic Auditing a Course, 39, 47 Advising, 56 Awards and Prizes, 12 Advising Center, 56 Board of Trustees, 171 Appeal of Dismissal/Suspension, 43, 45 Bookstore, 20 Dismissal, 42, 44, 51 Books and Incidentals, 20 Honesty, 42 Bentsen Learning Center Admissions, 9, 19, 34, 56 Information and Standards, 42 Buildings, 33 Probation, 44 CAEL, 41 Financial, 44 Calendar, College, 3 Programs, 53, 63 Campus Information Suspension, 44 Facilities & Buildings, 33-34 Tutoring, 56 Safety, 25 Warning, 43, 44 Visits, 9 Accreditation Statement, 182 Campus Security Act, 30 ADA Statement, 31 Career Services 56 Add-Drop, 22, 39, 40 Change of Major, 48 Adult Students, 41 Charter Oak College Assessment of College Admissions Course Equivalencies, 41 Admission to the College, 7 CLEP, 41 Advanced Placement Credit, 9 Commendable Scholar, 37 Appealing an Admissions Decision, 9 Community Campus Visits, 9 Mitchell College’s Role, 32 Credit Community & Professional Programs, 32 By examination, 9 Scholarships, 17 For Military Training, 9 Service, 55 Non-Traditional Learning, 9 Commuter Students, 19-27 Early Action, 8 Competencies & Core Requirements, 53-62 Enrollment Status, 47 Course International Admissions, 7 Descriptions, 113-170 Part-Time Study, 9 Courses Policy, 7 Add-Drop, 39 Prior Learning, 9, 41 Auditing, 39, 47 Procedures, 8 Incomplete, 38, 47 Spring Semester, 8 Repeat, 48 Advancement Program, 31 Substitution, 49 Advising, 56 Withdrawal, 50 Alumni Relations, 31 Credit Appeal By Examination, 9 Dismissal/Suspension, 43, 45 for Military Training, 9 Application Fee, 7, 8, 19 Transfer, 50 Application Guidelines, 11 DANTES, 41 Articulation Agreements, 50 Dean’s List, 37 Athletics, 28 Definition of Terms, 39 Attendance Degree Offerings, 63-111 Class, 36 Degree Requirements, 53 180 Deposit President’s Message, 4 Security, 20 Programs and Degree Offerings, 63 Tuition, 20 Refund Policies, 21 Dining Services, 27, 29 Requirements for a Mitchell College Degree, 53-55 Directions, 35 Residence Halls, 34 Directory Information, 31 Residential Life, 24 Discovery Program, 39 Returning Students, 41 Discovering the Human Adventure, 61 Scholarships, 12-17 Drug-Free Campus and Workplace Acts, 30 Security Deposit, 20 Early Action, 8 Student Activities, 26 ECE, 41 Student Right-to-Know, 30 Examinations, Final, 49 Statement Condemning Racism, Faculty & Staff Directory, 172-179 Intolerance, Other Acts of Hatred or Fees & Expenses, 19 Violence Based on Difference, 30 Financial Aid Student Health Insurance, 25 Information, 11 Student Right-to-Know and Campus Security Act, 30 Deadlines, 11 Suspension, 44 How to Apply, 11 TECEP, 41 First-Year Experience, 61 Testing & Examination, 49 Full-time, defined, 40 Transfer Information, 50 General Information, 29 Trustees, Board of, 171 Grades Tuition, 19 Point Average, Calculation of, 38 Deposit, 20 Changes, 47 Fee, 21 Incomplete, 47 Loan Plans, 17 Grading System, 37 Tutoring Center, 56 Graduation, 36 Veterans, 23 Graduation Honors, 37 Warning, Academic, 43 Grants and Scholarships, 12 Withdrawal Harassment, 30 From a Course, 50 Health Insurance, 25 From the College, 51 Health Services, 24 Workstudy, 17 History of Mitchell College, 6 Honor Societies, 16 Independent Study, 48 Internships & Practica, 32, 55, 112 Leave of Absence, 52 Liability, 31 Library & Information Services, 59 Life Experience, 9 Loans, 17 Matriculated Students, 39 Mission Statement, 5 M.V.P. Program, 12, 26 Nondiscrimination Statement, 30 Orientation, 26 Part-time, Defined, 40 Pell Grants, 12 Perkins Loan Program, 17 Plagiarism, 42 181 Accreditation Statement

Mitchell College is accredited by the New England Accreditation by the New England Association is Association of Schools and Colleges, Inc., a non- not partial but applies to the institution as a whole. governmental, nationally recognized organization As such, it is not a guarantee of the quality of every whose affiliated institutions include elementary course or program offered or the competence of schools through collegiate institutions offering post- individual graduates. Rather, it provides reasonable graduate instruction. assurance about the quality of opportunities avail- able to students who attend the institution. Accreditation of an institution by the New England Association indicates that it meets or exceeds criteria Inquiries regarding the status of an institution’s for the assessment of institutional quality periodi- accreditation by the New England Association cally applied through a peer group review process. should be directed to the administrative staff of the An accredited school or college is one which has school or college. Individuals may also contact the available the necessary resources to achieve its stated Association: purposes through appropriate educational pro- grams, is substantially doing so, and gives reasonable New England Association of Schools and Colleges evidence that it will continue to do so in the foresee- 3 Burlington Woods Drive, Suite 100 able future. Institutional integrity is also addressed Burlington, MA 01803-4514 through accreditation. (781) 425-7785

182 183 (800) 443-2811 www.mitchell.edu 437 Pequot Avenue New London, CT 06320